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PhotDgraphic 

Sciences 

Corporation 


-y 


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e 

Stalls 
>s  du 
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ilmage 


es 


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la  derniAre  page  qui  comporte  une  teiie 
empreinte. 

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dernlAre  image  de  cheque  microfiche,  selon  le 
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symbole  ▼  signifie  "FIN  ". 

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et  de  haut  en  bas,  en  prenant  le  nombre 
d'images  nicessaire.  Les  diagrammes  suivants 
illustrant  la  mAthode. 


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2 

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;     No.  8.  e^ 

How  TO  KEEP 

Order 


'-Kv^  i. 


M' 


n'r^Co)        JAMES  L.  HUGHES, 

il^T^^Cj  Author  of  "MisTAKKs  in  Teaching,"  "Se- 

r^rA"^^^-  "  ..........," 


CURING  AMU  Retaining  Attention.' 


'ia^ 


<  ::i-b) 


^.E-L-KELLOGGO^CO 

W-NEWyoRK  •  C/'  CHIC>\GO 


'  SpyENTEENTH   YEA%!  '    ^ 

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ii!  C- 


HOW  TO  KEEP  ORDER. 


RDER  is  the  condition  resulting 
from    an   exact    performance 
of  duty  in  the      Definition, 
right  way   and  at   the    right 
time. 

Good  order 
scious  recog- 
nition of  law,  and  a  co-operative 
submission  to  constituted  autho- 
rity. 

Good  order  places  no  restraint 
on  those  who  are  well  disposed. 
Law  is  pe'-feci  liberty  to  those 
who  do  right. 

Good  order  does  not  mean  merely  freedom 
from  disorder.  Stillness  alone  dec  .  ot  con- 
stitute order.  Order  is  positive, 
not  negative.  It  is  the  conscious 
working  out  of  definite  aims  in 
productive  activity.  We  should  try  to  secure  the 
order  of  life,  not  of  death;  the  order  of  joyous 
effort,  not  of  listless  dulness.  True  order  is  not 
the  inertness  of  the  dead  calm,  but  possesses 

(3) 


requires    con- 
Requirements 
of  order. 


Order  not  re- 
strictive. 


Orot.     ccludes 
activity. 


^4 


•50 


HOW    TO    KEEP    ORDER. 


the  purity  and  the  progressivcness  of  the  power- 
bearing  breeze.     Order  is  work  systematized. 

Order  at   school    is  by  many  understood  to 

mean   order  in  the  school-room  only.     This  is 

a  great  mistake.     It  must  include 

Extent  of      ^  prompt  and  definite  perform- 
order.  ,     .  ■      .        i 

ance   of    duty,  not   only  in    the 

school-room,  but  also  in  the  yard,  the  assembly 
room  and  the  halls,  and  on  the  stairways  and  the 
street.  The  teacher  who  aims  to  have  order  in 
the  school-room  alone,  rarely  succeeds  in  having 
it  even  there. 

Order  includes  a  great  deal  more  than  the  con- 
dition of  the  pupils  and  their  relationship  to  their 
work.    Anorderly  school  is  one  in 
What  order     ^hich  there  is  a  special  place  for 
inclu  es.        everything,  and  in  which  every- 
thing— maps,  apparatus,  movable  furniture,  etc., 
—is  kept  in  place.     In  such  a  school,  the  books  of 
the  pupils  are  arranged  in  proper  order  in  their 
desks,  and  there  are  no  scraps  of  paper,  or  other 
rubbish,  on  the  floor. 

The  most  sacred  duty  of  the  teacher  is  to 
maintain  good  order  on  a  correct  basis,  and  by 
proper  agencies.  The  maxim, 
Z*i!'"^""*  "Order  is  a  means,  and  not  an 
enti,"  is  true;  but  it  is  not  correct 
as  it  is  generally  understood.  It 
is  usually  taken  to  mean  :  "  Order  is  a  means  of 
enabling  the  teacher  to  communicate  knowledge 

(4) 


importance  of 
good  order. 


Wi 


m^h 


\t''A 


;s  of  the  powcr- 
lystematized. 
understood  to 
only.  This  is 
It  must  include 
;finite  perform- 
ot  only  in  the 
d,  the  assembly 
airways  and  the 
o  have  order  in 
ceeds  in  having 

re  than  the  con- 
tionship  to  their 
f  school  is  one  in 
ipecial  place  for 
n  which  every- 
e  furniture,  etc., 
ool,  the  books  of 
;r  order  in  their 
f  paper,  or  other 

e  teacher  is  to 
:t  basts,  and  by 
The  maxim, 
ns,  and  not  an 
it  is  not  correct 
understood.  It 
ler  is  a  means  of 
icate  knowledge 


W'[ 


■^ 


»5^ 


Order  essential 
to  progress. 


ORDER   ESSENTIAL   TO   I'ROORESS.  JS* 

more  thoroughly."  Even  in  this  restricted  sense 
the  maxim  is  true,  but  the  imi)lii.ation  that  the 
persistent  maintenance  of  good  order  is  nothing 
more  than  a  means  of  facilitating  the  work  of 
teaching,  is  utterly  misleading. 

If  the  teacher  had  no  other  reason  for  insist- 
ing on  order  but  the  fact  that  disorderly  pupils 
can  not  learn,  and  that  they  pre- 
vent others  from  learning,  this 
would  be  amply  sufficient.  We 
must  have  order  or  we  cannot  teach;  but  this 
is  the  least  important  reason  for  keeping  order. 

Definite  order  gives  a  most  valuable  character- 
training.     The  prompt  and  proper  performance 
of  duty   that    constitutes    good     ^^^^^  ^^^„. 
order  is  the  surest  way  to  develop      ^j^^^j^. 
the   habit  of  firm   adherence   to 
right.     This  is  the  best  way  of  strengthening  the 
will,  and  has  a  great  deal  to  do  with  the  cultiva- 
tion of  positivity  of  character. 

We  should  maintain  good  order,  because  of 
the   awful   consequences   in   the  destruction  of 
"haracter  that    follow  conscious    ^^^,^^,„„. 
neglect  of  duty  or  violation  of  ^^^^^^^  ^j  ^.^ 
law.   There  are  two  consequences      jating  law. 
resulting  from  the  violation  of  a 
rule  or  a  law;  the  direct  and  the  indirect.     The 
direct  consequence  is  the  wrong  condition  that 
the  law  was  intended  to  prevent;  the  indirect 
consequence  is  the  effect  produced  on  the  charac- 

(s) 


tst 


HDW    TO    KKKP   OKDF.U. 


terof  the  pupil.  Unfortunately,  in  most  lionies 
and  schools,  the  direct  results  are  the  only  con- 
sequences taken  into  consi(l<!ration  in  inakinij 
or  administering  laws.  It  is  quite  true  that  both 
at  home  and  at  school  many  rules  are  laid  down 
regarding  the  formation  of  character — "  you 
must  not  swear,"  "you  must  not  tell  a  lie,"  etc. 
But  even  in  regard  to  these  rules,  the  parent  or 
teacher  thinks  only  of  tiie  direct  consequences, — 
the  prevention  of  swearing,  lying,  etc.  Me  pro- 
hibits swearing  because  it  is  wrong,  offensive 
to  respectable  people,  and  injurious  to  the  morals 
of  those  who  swear  and  those  who  hear  swear- 
ing. The  teacher  prohibits  talking  during  study, 
in  order  to  prevent  waste  of  time  and  distraction 
from  lessons  on  the  part  of  the  talker  and  those 
who  hear  him.  So,  throughout  his  law-code, 
rules  are  made  and  executed  for  the  purpose  of 
securing  direct  results  only;  and  in  explaining 
to  his  pupils  the  necessity  for  a  certain  rule,  if 
he  condescends  to  do  this  at  all,  he  points  out 
merely  the  advantages  to  be  secured  and  the 
evils  to  be  avoided  directly  as  the  result  of  carry- 
ing out  the  rule.  This  leads  to  a  great  evil: 
one  which  has  done  more  than  any  other  single 
cause  to  weaken  the  moral  force  of  mankind. 
It  is  clear  that,  if  direct  results  only  are  to  be 
considered,  we  must  classify  our  rules  in  regard 
to  their  importance.  Some  rules  apply  merely 
to  personal  comfort,  some  include  results  that 

(6) 


»%\ 


o 


KR. 

f,  in  most  lionu's 
ire  tile  only  con- 
ition  in  inal<ini; 
ite  true  that  both 
les  are  hiid  down 
character — "  you 
ot  tell  a  lie,"  etc. 
cs,  the  parent  or 
.consequences, — 
ng,  etc.  Me  pro- 
wrong,  offensive 
iousto  the  morals 
who  hear  swear- 
ing during  study, 
le  and  distfaction 
talker  and  those 
ut  his  law-code, 
or  the  purpose  of 
nd  in  explaining 
a  certain  rule,  if 
all,  he  points  out 
secured  and  the 
fie  result  of  carry- 
to  a  great  evil: 
any  other  single 
)rce  of  mankind. 
ts  only  are  to  be 
jr  rules  in  regard 
lies  apply  merely 
lude  results  that 


'^1 


■•riivl 


m 


AWbXL   CoNSKgUKNtHS   OV    VlOI-AllNO    LAW.    253 

•,.„U.en.e  the  intdU-ctual  nat.iro.  while  others 
,,  .1  ilie  moral  naimc  and  define  our  dnt  es. 
i^.,.  as  the  direetconsequencesonly  arc  taken 

into  account,  therefore,  we  must  have  iinpo.  an 
ules   more  important  rules,  and  less  important 
rules      This  will  naturally  lead  children  to  be- 
Le'that  they  may  break  some  rules  wiU^  im- 
punity, because  they  are  only  trilling.  1  he  t  f.as 

Ulan   attitude  towaois   law  c^monly^l 
terrible.     The  conscious  violation    of   any   rule 
me         a  conscious    deviation  from    right   and 
:;;         No  rule  can  be  trifling  or  unimportant  in 

^n^a  of  its  indirect  or  incidental  effects  on 

the  conscience  and  will. 

The  line  of  duty  is  definite  and  straight.  Con- 
science makes  this  line  clear.  Law  is  an  external 
agen  y  w<>rkingin  harmony  with  conscience  for 
the  same  purpose;  to  make  duty  plain  and  definite. 
Our  evil  tJ^idenciesand  our  weaknesses,  what- 
ever may  be  their  nature,  tend  to    ead  us  away 

rom  the  line  of  duty.  Our  will  is  g-e"  to  u    to 
counteract  our  evil  ten.lonnes  -"d   our  weak 
nesses,  and  make  us  adhere  to  the  hne  of  duty 

definitely.  . 

m  connection  with  every  conscious  aU,  we  re 
ceive  aid  from  conscience,  or  law.  or  both,  m  de- 
cidinc  the  right  course  to  adopt. 

in  every  conscious  act,  will  and  our  evil  tend- 
encies have  a  struggle  for  the  mastery^  Every 
victory  for  will  strengthens  will  and  reduces  the 

(?) 


254 


HOW    TO    KEEP   ORDER. 


relative  power  of  cv'.l  in  us.  Every  victory  for 
evil  strengthens  evil  and  reduces  the  relative 
power  of  will. 

Conscience  shines  most  clearly  close  to  the 
line  of  duty,  and  its  light  grows  dimmer  as  we 
get  away  from  this  line.  The  centre  of  gravity 
for  law  is  also  on  the  line  of  duty.  When  we 
get  off  this  true  line,  law's  moral  power  to  make 
us  adhere  to  the  right  grows  less  and  less  the 
farther  we  go  from  it. 

It  follows,  therefore,  that  every  time  a  duty  is 
definitely  performed  will  is  strengthened,  the 
light  of  conscience  is  made  clearer,  and  our  re- 
spect for  law  is  increased;  while,  on  the  other 
hand,  every  time  we  consciously  or  carelessly 
do  wrong,  will  is  weakened,  evil  is  strengthened, 
the  light  of  conscience  grows  more  feeble,  and 
our  respect  for  law  is  diminished. 

Teachers  should  try  to  realize  the  terribly 
destructive  influence  on  character  exerted  by 
frequently  repeated  violations  of  rules,  even  in 
regaid  to  matters  that  are  in  themselves,  or  in 
their  direct  results,  comparatively  trifling.  Our 
actions  indicate  what  we  are,  because  our  actions 
are  the  expression  of  the  present  condition  of 
our  mental  and  moral  natures.  Actions  re- 
peated confirm  habits  of  similar  actions.  Our 
acts  mould  our  characters  because  they  decide 
whether  conscience  and  will  increase  or  decrease 
in  clearness  and  power.     Ten  years  in  a  school 

(8) 


KEEP   ORDER. 

in  US.     Every  victory  for 
and    reduces  the  relative 

most  clearly  close  to  the 
ight  grows  dimmer  as  we 
e.  The  centre  of  gravity 
line  of  duty.  When  we 
iw's  moral  power  to  make 
t  grows  less  and  less  the 

that  every  time  a  duty  is 
will  is  strengthened,  the 
made  clearer,  and  our  re- 
ased;  while,  on  the  other 
consciously  or  carelessly 
jned,  evil  is  strengthened, 
:  grows  more  feeble,  and 
liminished. 

r  to  realize  the  terribly 
on  character  exerted  by 
olations  of  rules,  even  in 

are  in  themselves,  or  in 
mparatively  trifling.  Our 
re  are,  because  our  actions 
the  present  condition  of 
\\    natures.     Actions    re- 

of  similar  actions.     Our 

:ters  because  they  decide 

1  will  increase  or  decrease 

Ten  years  in  a  school 

(8) 


ENFORCING    RULES. 


255 


where  rules  may  be  violated,  where  the  conse- 
quences of  breaking  a  rule  are  estimated  by 
their  effects  on  the  discipline  of  the  school  in- 
stead of  their  influence  in  destroying  character, 
will  endanger  a  boy's  prospects  in  time  and 
eternity.  Disrespect  for  rules  in  the  pupil  leads 
to  disregard  for  law  in  the  citizen,  and  disregard 
for  the  laws  of  men  leads  to  indifference  to  the 
laws  of  God.  When  teachers  realize  this  truth, 
no  honest  teacher  will  continue  in  the  profession 
without  keeping  order. 

If  a  rule  cannot  be  enforced  through  weak- 
ness of  any  kind  on  the  part   of  the  teacher, 
(and   the    primary  cause    of  all       Enforcing 
such   failure   is  weakness  in  the         rules, 
teacher),  it  is  much   better  that   no   such  rule 
should  be  made.     Making  a  rule  does  not  im- 
prove discipline.      The  rule  must  be  enforced, 
to  produce  ihe  desired  result.     So  far  as  dis- 
cipline is  concerned,  the  school  will  be  no  better 
with  a  rule  that  is  not  executed  than  it  would 
be  without  the  rule.     The  discipline  will  be  as 
bad  in  the  one  case  as  in  the  other;  but  in  the 
first  case  the  pupils  will  be  committing  sin,  and 
in  the  second  they  will  not.      Weak,  indifferent 
teachers  aie  guilty,  because  they  give  a  definite 
training  calculated  to  destroy  character.  Charac- 
ter is  the  best  gift  of  God  to   a  child.     The 
school  should  be  the  best  place  in  the  world, 
except  a  good  home,  to  discipline  and   culti- 
vate character-power,  the  conscience  and  will; 

(9) 


as6 


HOW    TO   KEEP   ORDER. 


but  the  disorderly  school,  in  which  the  teacher 
has  not  power  to  inspire  or  compel  respectful 
co-operative  submission  to  authority,  dissipates, 
instead  of  developing  the  essentials  of  true 
character. 

The  teacher  who  fails  to  keep  good  order  fails 
in  his  highest  duty.    The  grandest  aim  of  all  edu- 
cational, ennobling,  and   Chris- 
The  child's      tjanizing    agencies    is    to   bring 
attitude  towards  ^^^^^  race  into  con- 

authority.       ■■*  ^  ,,.  .... 

scious,  intelligent,  willing,  rever- 
ent, and  co-operative  obedience  to  the  Divine 
Law-giver.  The  accomplishment  of  this  organic 
unity,  the  true  relationship  between  man  and  his 
Creator,  will  inaugurate  the  reign  of  perfect 
peace,  progress,  and  happiness.  Co-operative 
submission  of  the  human  will  to  the  Divine  will 
completes  the  work  of  Christ,  and  makes  it  pos- 
sible for  man  to  attain  his  highest  growth  and 
destiny. 

Each  child  is  related  in  some  way  to  several 
centres  of  authority,  and  has  duties  that  he 
pwes  to  each  of  them.  He  is  a  member  of  a 
family,  a  school,  a  municipality,  a  nation,  and 
finally  of  the  universal  brotherhood  of  man. 
The  organic  unity  of  the  whole  will  be  incom- 
plete so  long  as  one  individual  fails  to  give  per- 
fect obedience  to  God  as  the  source  of  power 
and  authority.  Perfect  submission  to  God,  or  to 
the  ruler  of  the  nation,  or  the  municipality,  or 
the  school,  depends  on  proper  respect  for  the 

(10) 


EP   ORDER. 

d1,  in  which  the  teacher 

re  or  compel  respectful 

to  authority,  dissipates, 

the  essentials  of   true 

to  keep  good  order  fails 
;  grandest  aim  of  all  edu- 

ennobling,  and  Chris- 
agencies  is  to  bring 
2  human  race  into  con- 
telligent,  willing,  rever- 
bedience  to  the  Divine 
plishment  of  this  organic 
lip  between  man  and  his 
te  the  reign  of  perfect 
appiness.  Co-operative 
n  will  to  the  Divine  will 
"hrist,  and  makes  it  pos- 

his  highest  growth  and 

[  in  some  way  to  several 

ind   has   duties  that  he 

He  is  a  member  of  a 

nicipality,  a  nation,  and 

il   brotherhood   of   man. 

he  whole  will  be  incom- 

lividual  fails  to  give  per- 

as  the  source  of  power 

submission  to  God,  or  to 

,  or  the  municipality,  or 

1  proper  respect  for  the 

tio) 


ii 


DUTY    AND    RESPONSIBILITY    OF    TEACHERS.     25? 

authority  of  the  heads  of  the  subordinate  or  in- 
cluded organizations.  The  surest  way,— the  only 
sure  way,— of  training  an  individual  to  obey  God 
consciously,  intelligently,  willingly,  reverently, 
and  co-operatively  is,  to  train  him  to  give 
similar  obedience  in  the  home,  the  school,  the 
municipality,  and  the  nation. 

Whether  rightly  or  wrongly,  the  school  has  to 
be  the  agency  for  giving  the  most  definite  train- 
ing in  fixing  the  attitude  of  hu-     ^^^^  ^^^  ^^ 
manity  to  law.     Hence  the  awful   gponsibility  of 
responsibility  of  teachers.    With        teachers, 
this  responsibility,  as  with  every 
other  duty,  there  comes  the  opportunity  of  pro- 
moting our  own  growth  and  happiness.     The 
more  difficult  a  duty  and   the  heavier  the  re- 
sponsibility, the  grander  is  our  privilege.     There 
is  no  other  way  in  which  we  can  more  surely  be 
"co-workers    with    God,"    than    by   giving    to 
every  child  a  conscious,  intelligent  respect  for 
properly-constituted  authority. 

Many  mistakes  in  regard  to  order  would  be 
avoided  if  teachers  clearly  distinguished  between 
securing  order,  and  maintaining  ^^^  ^.jj„^„^^ 
order.     These  are  very  different  ^^^^^^^  ^gcur- 
operations,  and   they  should   be    j^^  ^„^  m^in. 
carried  out  in  very  different  ways,   taining  order. 
It  is  not  possible  for  a  teacher, 
on  taking  charge  of  a  new  class,  to  get  control 
of  it  by  the  practice  of  the  highest  agencies 


2S8 


HOW   TO   KEEP   ORDER. 


that  should  be  used  to  maintain  true  discipline 
in  a  class  with  whose  members  he  is  well-ac- 
quainted.    Those  who  know  him  should  respect 
him,  and  be  in  sympathy  with  him.    They  should 
respond    freely   in    executing   his  wishes,  and 
should  trustingly   follow   his  guidance.     If  he 
depend  on  any  such  sympathetic  co-operation 
on  the  part  of  strange  pupils  he  will  certainly  be 
disappointed,  and    will  fail  in    securing   order. 
If,  on    the   other   hand,  he   try   to  continue   to 
maintain  order  by  the  exercise  of  the  same  ex- 
ternal   control   necessarily   used    in   a  strange 
class,  he  can  never  gain  the  sympathy  of  his 
pupils,  and  they  can  never  be  disciplined  in  such 
a  way  as  to  develop  their  power  of  self-control; 
which  is  the  chief  end  of  discipline.     Even  on 
the  first  day,  the  teacher  should  be  captain.    The 
first  hour  usually  settles  to  a  large  extent  the 
nature  of  the  new  teacher's  control  over  the 
class.     It  is  the  teacher's  right  to  exercise  con- 
trol.    He  represents  law  and  authority,  and  has 
full  power  to  execute   his   reasonable   instruc- 
tions.    It  is  not  only  his  right,  but  his  duty,  to 
practise  discipline  definitely,  because  by  doing 
so  he  is  giving  his  most  important  training  to 

Classification    ^'^  pupils. 
of  the  agencies       The  agencies  for  securing  and 
for  securingf  and  maintaining  order  may  be  classi- 

maintaining     fied  as  follows:  Coercive,  Execu- 
°'  *""•  tive,  and  Incentive  agencies. 

Coercive  agencies  are  those  which  are  used  to 
(") 


0  KEEP   ORDER. 

1  to  maintain  true  discipline 
ose  members  he  is  well-ac- 
■ho  know  him  should  respect 
athy  with  him.    They  should 

executing   his   wishes,  and 
ollow   his  guidance.     If  he 
h  sympathetic  co-operation 
?e  pupils  he  will  certainly  be 
will  fail  in    securing  order, 
and,  he   try   to  continue   to 
;he  exercise  of  the  same  ex- 
issarily   used    in   a  strange 
gain  the  sympathy  of  his 
never  be  disciplined  in  such 
their  power  of  self-control; 
end  of  discipline.     Even  on 
:her  should  be  captain.    The 
ntles  to  a  large  extent  the 
teacher's  control  over  the 
her's  right  to  exercise  con- 
law  and  authority,  and  has 
ite   his   reasonable   instruc- 
y  his  right,  but  his  duty,  to 
lefinitely,  because  by  doing 
Tiost  important  training  to 
ipils. 

t  agencies  for  securing  and 
aining  order  may  be  classi- 
s  follows:  Coercive,  Execu- 
md  Incentive  agencies, 
are  those  which  are  used  to 

(la) 


COERCIVE   AGENCIES. 


259 


compel  the  will  of  the  child  to  surrender  to  the 
will  of  the  teacher.  Among  these  Coercive 
must  be  included  all  punish-  agenc.es. 
ments:  whipping,  keeping  in,  suspension,  impo- 
sitions of  extra  work,  standing  on  the  floor, 
sending  to  another  room,  etc.  The  autocratic 
exercise  of  the  will-power  of  the  teacher  as  a 
controlling  force  is  also  an  external  agency. 

Bad-conduct  marks  should  not  be  considered 
as  a  direct  disciplinary  agency.     They  should  be 
regarded  as  records  of  fact  in  regard  to  conduct. 
The  teacher's  will-power  is  the  best  means  of 
exercising  coercive  restraint;  but  it  must  be  re- 
membered that  coercive  agencies,  at  best,  con- 
stitute  the   least  effective   of    the    disciplinary 
agencies.     They  secure  a  negative  instead  of  a 
positive  submission,  and    therefore  the  will-ac- 
tion of  the  child  so  produced  lacks  spontaneity 
and   propelling  power.     Such  will-action   pro- 
duces comparatively  little  effect  in  accomplish- 
ing the  immediate  result  desired  by  the  teacher, 
or  in  strengthening  the  child's  own  executive 
power.     Suhtnission  may  be  given  willingly  or 
unwillingly.     We  should  secure  willing  obedi- 

cncc* 

Executive  agencies  are  of  inestimable  value, 
both  in  securing  and  maintaining  order.     The 
will  of  the  child  develops  at  first      Executive 
by  co-operative  submission  to  a      agencies, 
superior  will.     In  every  conscious  act  the  child's 

(.3) 


I 


I      I 


l!     I 


^ 


260 


HOW    TO    KEEP    ORDER. 


body  moves  in  response  to  his  own  mind, 
whether  his  mind  acts  independently  or  is 
guided  by  another  mind.  Doing  conscious  acts 
promptly  and  definitely  in  obedience  to  the 
teacher's  command  is  the  surest  way  to  develop 
the  power  of  perfectly  responsive  co-operation 
with  the  teacher.  By  oft-repeated  acts  of  accu- 
rate obedience,  even  in  matters  which  are  in 
themselves  trifling,  obedience  becomes  a  habit. 
The  will  of  the  pupil  responds  automatically  to 
the  will  of  the  teacher.  The  habit  of  ready  and 
exact  obedience  is  the  corner-stone  of  the  temple 
of  order.  This  habit  ga'ns  strength  by  practice, 
as  other  habits  do.  It  is  perfectly  impossible 
for  disorder  to  continue  to  exist  in  a  school  in 
which  the  pupils  have  appropriate  work  to  do, 
and  in  which  they  are  thoroughly  trained  in 
standing  up,  sitting  down,  marching,  lining  in 
the  yard  and  in  classes,  walking  to  and  from 
classes,  taking  slates,  books,  etc.,  and  returning 
them  to  their  places,  holding  books  while  read- 
ing, placing  copy-books  or  slates  for  writing, 
holding  pens,  raising  hands  in  answering  ques- 
tions, etc.;  and  in  which  they  are  made  to  per- 
form these  and  all  similar  operations  with  abso- 
lute precision.  An  experienced  observer  can 
judge  accurately  in  regard  to  the  order  kept  in 
a  strange  class  by  seeing  the  pupils  stand  up 
and  sit  down. 

Prill  and  calisthenic  exercises,  in  addition  to 


O   KEEP   ORDER. 

sponse  to  his  own  mind, 
acts  independently  or  is 
nind.  Doing  conscious  acts 
nitely  in  obedience  to  the 
is  the  surest  way  to  develop 
:tly  responsive  co-operation 
Jy  oft-repeated  acts  of  accu- 
n  in  matters  which  are  in 
obedience  becomes  a  habit, 
il  responds  automatically  to 
er.  The  habit  of  ready  and 
le  corner-stone  of  the  temple 
t  ga'ns  strength  by  practice, 
It  is  perfectly  impossible 
tinue  to  exist  in  a  school  in 
ive  appropriate  work  to  do, 
are  thoroughly  trained  in 
f  down,  marching,  lining  in 
asses,  walking  to  and  from 
s,  books,  etc.,  and  returning 
,  holding  books  while  read- 
looks  or  slates  for  writing, 
g  hands  in  answering  ques- 
.rhich  they  are  made  to  per- 
imilar  operations  with  abso- 
experienced  observer  can 
regard  to  the  order  kept  in 
seeing  the  pupils  stand  up 

;nic  exercises,  in  addition  to 


EXECUTIVE    AGENCIES. 


261 


their  many  other  advantages,  are  invaluable  as 
executive  agencies  in  securing  automatic  co- 
operation on  the  part- of  pupils. 

Strictly  accurate  adherence  to  well-defined 
and  clearly  explained  plans  for  arranging  home 
lessons  in  exercise  books,  and  for  writing  lists  of 
words,  making  corrections,  etc.,  in  school,  is  a 
most  important  executive  agency  in  promoting 
good  discipline,  and  in  developing  the  moral 
natures  of  the  pupils. 

All   executive  agencies,  in  addition  to  their 
direct  influence  on  order,  have  a  most  important 
reflex  action  in  the  formation  of  character.     We 
cannot  perform  an  act  definitely  without  first 
having  a  definite  action  of  the  mind.     Energetic 
will-action   produces  correspondingly  vigorous 
muscular  effort;  indefinite  action  of  the  will  pro- 
duces corresponding  feebleness  of  bodily  move- 
ment.     The    nature   of  our  habitual    external 
manifestations,  walking,  gestures,  etc.,  indicates 
the  character  of  our  executive  development.     It 
is  clear,  therefore,  that  by  insisting  on  energetic 
and  definite  action  in  drill,  calisthenics,  and  all 
school    movements,  we    are    taking    the    most 
certain  possible  course  for  making  our  pupils 
energetic    and    definite    in    character,  because 
we  are  making  energetic  and  definite  will-action 

ii  habitual. 

Our  actions  are  not  merely  the  expressions  of 
pur  thought  and  feeling;  they  aid  in  making  our 

(IS) 


262 


HOW    TO    KEEP    ORDER. 


I         I 


feeling  and  thought  more  definite.  Our  ideas 
of  truth,  for  instance,  are  made  clear  only  by 
doing  things  in  strict  accordance  with  right. 
"Do,  and  you  will  see." 

Another  class  of  executive  work  that  should 
not  be  overlooked,  is  intellectual  work  in  which 
pupils  are  practising  what  they  already  know 
instead  of  trying  to  gain  more  knowledge. 
Arithmetical  work,  for  instance,  may  be  sub- 
divided into  thought-processes  and  work-pro- 
cesses. When  any  process  is  so  thoroughly 
understood  that  the  thought-process  is  per- 
formed automatically,  the  attention  may  be 
directed  exclusively  to  the  work-process  alone. 
Time-tests  and  all  such  exercises  that  call  the 
intellectual  executive  powers,  and  not  the  ac- 
quiring and  accumulating  powers,  into  activity 
are  of  great  service  in  securing  order  in  a  new 
class.  It  is  much  easier  to  keep  the  pupils 
pleasantly  occupied  in  performing  work  they 
fully  understand,  than  in  studying  new  work. 
Busy  pupils  are  orderly;  and  pupils  love  to  use 
knowledge  of  any  kind,  much  better  than  to 
gain  it. 

The  ultimate  aim  of  all  disciplinary  agencies 
is  to  make  each  individual  self-controlling  in 
Incentive  directing  his  own  activities  to 
agencies.  true  and  noble  purposes.  The 
process  of  discipline  has  its  beginning  in  ex- 
ternal restraint  and   guidance;   it   should   end 

(■«) 


r 


O    KEEP    ORDER. 

It  more  definite.  Our  ideas 
ice,  are  made  clear  only  by 
trict  accordance  with  right, 
iee." 

executive  work  that  should 
is  intellectual  work  in  whicii 
ng  what  they  already  know 

to    gain    more    knowledge. 

for  instance,  may  be  sub- 
jht-processes  and  work-pro- 
'  process  is  so  thoroughly 
he  thought-process  is  per- 
lUy,  the  attention  may  be 
y  to  the  work-process  alone. 

such  exercises  that  call  the 
ive  powers,  and  not  the  ac- 
ulating  powers,  into  activity 
;  in  securing  order  in  a  new 

easier  to  keep  the  pupils 
d  in  performing  work  they 
han  in  studying  new  work, 
lerly;  and  pupils  love  to  use 

kind,  much  better  than  to 

I  of  all  disciplinary  agencies 
ndividual  self-controlling  in 
:ting  his  own  activities  to 
and  noble  purposes.  The 
le  has  its  beginning  in  ex- 
d   guidance;   it   should   end 


INCENTIVE    AGENCIES. 


865 


y 


in  independent  power.     As  long  as  d.sc.plme 
has  to  be  exercised  by  p.^wcr  outs.de  the  in- 
dividual   he  can  not  be  in  a  condition  to  do 
his  best  work.     He  acts  under  restraint.     His 
force  is  negative,  not  positive.    He  is  to  a  greater 
or  less  degree  out  of  harmony  with  law.     A  end 
must  be  in  one  of  three  conditions  in  regard  to 
law:  resistance,  passive  submission,  or  active  co- 
operation.     It   is   only   when   the   d'^c'Pl.nary 
agencies  work  from  within  outwards,  that  his 
powers  become  progressive,  and  productive  to 
their  fullest  extent.     Hence  the  supreme  neces- 
sity for  incentive  agencies,  to  lead  the  pupil  to 
direct  his  activities  to  the  accomplishment  of 
right  purposes  by  his  own  motives     When  ho 
becomes  a  man,  his  progress  and  usefulness  will 
depend  on  the  motives  that  move  him  to  action, 
and  their  influence  over  him.     Some  men  fail 
through  lack  of  motives,  but  millions  fail  be- 
cause they  do  not  execute  the  good  motives  they 
have     The  training  of  a  child  should  define  h.s 
motives,  and  give  him  the  habit  of  carrying  ou 
Uiese  motives  in  activity.     All  other  tra-ing  an 
teaching  must  be  comparatively  ineffectual    if 
I     this  be  omitted.     The  pupils  have  to  act  inde- 
'     pendently  after  they  leave  school  and  the  teacher 
should  make  them  self-controlling  and  self-im- 
:      peUing  while  they  are  at  school.     At  first,  the 
teacher  has  to  suggest  motives  for  the  class;  but 
<      gradually,  and  at  the  very  earliest  possible  time, 


vmm 


364 


HOW    TO    KKFP    OKDER. 


the  pupils  themselves  should  orijjjinate  as  well  as 
execute  motives.  Hy  this,  I  do  not  mean  that 
they  should  be  allowed  to  act  independently  of 
the  authority  of  the  teacher.  They  will  have  to 
act  in  submission  to  law  forever;  but  there  is 
unlimited  scope  for  independent  action  within 
the  necessary  limitations  of  law,  to  those  whose 
motives  are  in  harmony  with  right  and  justice. 

The  teacher  will  have  to  be  exceedingly  care- 
ful in  suggesting  motives,  to  have  them  appro- 
priate to  the  moral  development 
Danger  in  re-    ^f  the  pupils.     Too  much  moral 
gard  to  mo-  j  ^       ^   u  .  j 

tivea  goodness  must  not  be  expected 

from  little  children.  Motives 
must  be  adapted  to  various  degrees  of  moral 
growth,  as  lessons  are  graded  to  suit  the  stages 
of  mental  development.  The  surest  possible 
way  to  destroy  sincerity  and  develop  hypocrisy 
and  formalism  is  to  try  to  make  little  children 
assume  to  be  fully  developed  Christians. 

The  teacher  should  make  a  careful  study  of 
the  incentives  that  are  most  appropriate  to  the 
different  stages  of  moral  development.  As  an 
aid  in  such  a  study  the  following  analysis  is 
given. 

This  emotion  is  one  of  the  very  earliest  to 
develop.     It  should  be  used  as  little  as  possible. 
_  Its  tendency  is  to  paralyze,  if  car- 

ried to  excess.  It  prevents  spon- 
taneity of  character.     It  is  especially  depressing, 

(18) 


I,OVF.    OK    PRAISE. 


a65 


>uy  Willi  ii^iii  uiiu  JI1M.1UC. 
.jave  to  be  exceedingly  care- 
tiotives,  to  have  them  appro- 
te  to  the  moral  development 
lie  pupils.  Too  much  moral 
Iness  must  not  be  expected 
I  little  children.  Motives 
to  various  degrees  of  moral 
are  graded  to  suit  the  stages 
•ment.  The  surest  possible 
:erity  and  develop  hypocrisy 
;o  try  to  make  little  children 
developed  Christians, 
uld  make  a  careful  study  of 
are  most  appropriate  to  the 
moral  development.  As  an 
ly  the  following  analysis  is 

one  of  the  very  earliest  to 
I  be  used  as  little  as  possible, 
endency  is  to  paralyze,  if  car- 

to  excess.     It  prevents  spon-     j 
-.     It  is  especially  depressing,     i 

(.8) 


ve  is  suited  only  to  uuucv^.w^^^ 
natures      The   teacher   should   carefully   avo.d 
:Sung  any  personal  feelin^as  ^  means  of 

The  rfhe  loves  and  respects  h.s  teacher,  the 
more  he  will  esteem  his  teacher  s        ^^^^  ^^ 
approval,  and  the  more  earnestly         p^^j,,. 

deeds     Intellectual  or  manual  work  well  done 
Sd  receive  un.alUn^  recogn.uon  ,„  .otne 

r;e^iaU;cirnr/l>v:hrUher/.ut  praise 

={c:rsr;^err>=s 

*^  (19) 


I 


a66 


HOW    TO   KEKl'   ORDKK. 


strenRtlicninfr  tlie  charactf^r.  The  aim  of  our 
pi-aisiii){  should  be  to  aid  the  child  in  fixin>?  a 
standard  for  liis  actions.  The  teaciier's  approval 
sliould  increase  his  estimate  of  his  self-approval 
of  his  own  actions;  and  this  should  lead  him  to 
value  most  hi^jhly  the  approval  of  God.  If  praise 
makes  a  pupil  vain,  or  too  dependent  on  the  esti- 
mate of  his  fellow-men  its  influence  is  evil.  In 
awardinj?  public  praise,  the  teacher  must  be 
absolutely  just,  or  lose  the  sympathy  of  his 
I)upils.  Apparent  partiality  causes  jealousy, 
destroys  respect  for  the  teacher's  opinion,  and 
thereby  weakens  the  proper  appreciation  of  the 
good  opinion  of  others. 

Ambition  is  generally  regarded  as  a  dangerous 
motive.  Our  aims  may  be  selfish  or  unselfish. 
Selfish  aims  may  relate  to  the 
gratification  of  our  weakness,  or 
to  the  development  of  some  good  quality,  or 
the  accomplishment  of  some  desirable  object. 
All  aims  relating  to  self  are  not  necessarily 
selfish  in  a  bad  sense.  Any  ambition  relating 
to  the  weaker  self  is  an  injurious  motive;  but 
ambition,  connected  with  the  better  side  of  our 
selfish  nature,  and  ambitions  of  an  unselfish 
character,  may  be  cultivated  safely,  and  may 
lead  to  vigorous  independent  effort.  Every 
pupil  should  be  ambitious;  but  his  teacher 
should  train  him  to  be  ambitious  to  excel  in  ac- 
complishing noble  aims. 

The  success  of  our  neighbors  should  stimulate 
(w) 


Ambition. 


KF.K.I'    OKDK.K. 

laracttT.     Tlic  aim  of  our 

0  aid  the  child  in  fixiiiK  a 
lis.  The  teaciier's  approval 
Uimate  of  liis  self-approval 
iiul  this  should  lead  him  to 
approval  of  God.  If  praise 
•  too  dependent  on  the  esti- 
;n  its  influence  is  evil.  In 
iise,  the  teacher  must  be 
lose  the  sympathy  of  his 
partiality    causes    jealousy, 

the  teacher's  opinion,  and 

proper  appreciation  of  the 

rs. 

Ily  regarded  as  a  dangerous 

nay  be  selfish  or  unselfish. 

1  aims  may  relate  to  the 
ication  of  our  weakness,  or 

of  some  good  quality,  or 
of  some  desirable  object. 
0  self  are  not  necessarily 
;e.  Any  ambition  relating 
s  an  injurious  motive;  but 
with  the  better  side  of  our 
ambitions  of  an  unselfish 
:ultivated  safely,  and  may 
idependent  effort.  Every 
nbitious;  but  his  teacher 
be  ambitious  to  excel  in  ac- 
ms. 
neighbors  should  stimulate 

(to) 


KMUl.ATioN— CUMPETION. 


267 


„s  to  greater  efforts.    We  should  n..t  be  absolute- 
ly  indt-pi-ndont  of  our  fellowmen.      £„,t,|4tion. 
We  should  be  strong  enough  to 
.Iccide  and  execute  our  decisions  alone,  if  neces- 
sary, in  questions  of  principle;  but  as  long  as  the 
bond  of  human  sympathy  exists,  a  proper  spirit 
of  emulation  must  continue  to  be  an  incentive  to 
earnest  and  persistent  labor  for  success.     Unvy 
and  jealousy  are  not  the  products  of  emulation. 
They  are  the  opposites  of  emulation.     They  re- 
sult from  a  failure  to  develop  the  true  spirit  of 
emulation.     Generous  emulation  is  productive 
and  stimulating;  envy  and  jealousy  are  negative 
and  weakening.     "  All  evil  springs  from  unused 
powers  for  good,"  and  it  is  the  teacher's  fault  i 
envy  paralyzes  where  emulation  was  intended 
to  lead  to  united  effort. 

This  is  one  of  the  most  intense  of  our  motives, 
and  leads  to  more  determined  and  more  vigorous 
efforts  than  any  other  inducement    competition. 
to  action,  available  in  school.     Its 
intensity  makes  it  improper  to  use  it  as  a  motive 
to  prolonged  effort.     Its  best  result  is  produced 
in  rousing  the  flagging  energies.     It  is  the  most 
perfect   means   of   concentrating    attention   on 
executive   work.     The   teacher   must    carefully 
guard  against  allowing  it   to  degenerate  into 
petty  rivalry,  or  to  weaken  the  social  feelings  of 
the  pupils.     All  the  organic  bonds  of  humanity 
should  be  strengthened,  not  weakened,  by  edu- 
cation. 


i  I 


w 


268 


HOW    TO    KEEP    ORDER. 


Pride. 


There  is  a  good  as  well  as  a  bad  pride.  It  is  a 
pity  if  a  boy  does  not  feel  proud  of  his  class  and 
proud  of  his  school.  Pride  is  not 
a  dangerous  motive,  if  we  include 
others  in  our  feeling,  unless  we  allow  pride  to  be- 
come self-satisfaction;  in  which  case,  we  at  once 
cease  to  strive  for  better  things.  A  feeling  of  pride 
in  class  or  school  develops  a  sense  of  greater  in- 
dividual responsibility  on  the  part  of  pupils. 
There  is  no  department  of  school-work  in  which 
this  motive  may  not  be  used  to  advantage  with 
most  pupils,  but  it  is  most  effective  in  securing 
strict  attention  to  details  in  the  execution  of  all 
handwork  in  exercise-books,  copy-books,  draw- 
ing-books, etc.,  and  in  promoting  the  formation 
of  habits  of  punctuality,  regularity,  neatness,  and 
the  orderly  arrangement  of  books,  slates,  etc.,  in 
the  desks. 

The  evil  of  pride  is  its  exclusiveness;  the  sepa- 
ration of  the  individual  from  the  unity  of  the 
race.  The  teacher  must  carefully  guard  against 
this,  by  making  it  include  the  unity  of  the  class 
or  the  school.  It  may  thus  become  a  virtue  in- 
stead of  a  vice. 

When  a  proper  feeling  of  sympathy  has  been 
established  between  the  teacher  and  the  pupils. 

The  desire  to    it   becomes  a  strong   motive   tc 

please.        work.      Pupils  will   do  a  great 

deal  to  win  and  retain  the  esteem  of  a  teachei 

they  love.    They  will,  under  proper  conditions 

(M) 


O    KEEP    ORDER. 

s  well  as  a  bad  pride.  It  is  a 
ot  feel  proud  of  his  class  and 
d  of  his  school.  Pride  is  not 
ngerous  motive,  if  we  include 
f,  unless  we  allow  pride  to  be- 
)n;  in  which  case,  we  at  once 
tter  things.  A  feeling  of  pride 
evelops  a  sense  of  greater  in- 
lity  on  the  part  of  pupils, 
nent  of  school-work  in  which 
3t  be  used  to  advantage  with 
is  most  effective  in  securing 
letails  in  the  execution  of  all 
:ise-books,  copy-books,  draw- 
in  promoting  the  formation 
ility,  regularity,  neatness,  and 
:ment  of  books,  slates,  etc.,  in 

is  itsexclusiveness;  thesepa- 
•idual  from  the  unity  of  the 
must  carefully  guard  against 
include  the  unity  of  the  class 
nay  thus  become  a  virtue  in- 

eeling  of  sympathy  has  been 
n  the  teacher  and  the  pupils, 
lecomes  a  strong  motive  to 
k.  Pupils  will  do  a  great 
stain  the  esteem  of  a  teacher 
will,  under  proper  conditions. 


THE   DEUGI.T    OF    CO-OPERATION.  269 

f  work  hard  to  please  their  fellow-pupils.  Appeal- 
l^  to  this  motive  will  tend  to  overcome  the 
rrible  power  of  selfishness,  the  real  source  of 
al  sin  The  joy  of  pleasing  our  associate  and 
our  teacher  in.arly  life,  may  easily  be  developed 
into  happiness  in  working  for  society  and  for 

^^,^!:^^r  tendency   to   play   together 
should  be  transformed  at  school  into  a  conscious 
purpose  to  work  together  for  the   ^^^  ^^^.^^^^  ^j 
accomplishment    of    a    common     ^.^.^peration. 
niirnose       As  the   instinct   is  a 
ToweTul  one,  it  may  become  a  strong  motive 
?o  work.     Co-operation  does  not  -cessanly  en- 
tail a  loss  of  independent  individuality^    It    s 
only  when  our  individuality  is  developed  to  its 
JullesTextent  that  perfect  co-operation  becomes 

"^Ttrbest  teacher  is  he  who  has  the  head  of  a 
n.  .n  with  the  heart  of  a  child.     The  power  to  feel 
as  a  child  is  the  only  way  to  truly      sympathy, 
feel  with  children.     The  teacher 
who  has  lost  the  sympathy  of  a  child  cannot  sym- 
pathize with  children  in  their  games;  the  teacher 
who  has  lost  the  natural  glowing  desire  for  fresh 
knowledge  can  never  be  in  sympathy  with  his 
>    ^s  in  the  prosecution  of  their  studies.     In 
either  case,  he  is  shorn  of  a  large  part  of  his 
power.    Love  between  teacher  and  pupils,  joyous 
participation  in  the  same  delights,  enthusiastic 


270 


HOW    TO    KF.EP   ORDER. 


11 


'   i 


I    '.  i 


co-operation  in  study;  these  are  the  clenienlrii 
that  unite  most  closely  in  heart  and  purpose  the  j 
teacher  and  his  pupils:  and  this  sympathetic 
union  is  one  of  the  strongest  motives  to  work. 
A  class  will  respond  much  more  willingly  to  the 
teacher  who  says:  "Let  us  be  fellow-students," 
than  to  him  who  says:  "Learn  your  lessons." 

The  best  work  of  sympathy  is  not  intellectual 
quickening,  however,  but  the  development  of  the 
moral  nature.  In  this  department  of  school 
work,  the  highest  field  for  the  teacher's  labor, 
he  cannot  fairly  expect  to  be  anything  but  a 
failure,  without  a  genuine  sympathy  between 
him  and  his  pupils,  and  also  between  the  pupils 
themselves. 

Sympathy  should  so  far  as  possible  be  inclusive 
of  the  whole  class.  This  applies  to  the  sympathy 
of  the  pupils  as  well  as  to  that  of  the  teacher. 
Excessive  sympathy  with  a  few  is  mere  selfish- 
ness. Sympathy  with  all  with  whom  we  are 
associated  should  be  consciously  developed  as  a 
duty,  not  as  a  gratification  of  a  generous  impulse. 
The  mere  gratification  even  of  a  generous  im- 
pulse is  weakening  to  character. 

This  is  a  powerful  motive.  Men  like  to  win. 
They  have  to  win  in  the  battle  of  life,  or  fail. 

Enjoyment  of   Most   of   the    best   effort  of   the 

Victory.        playground     springs    from    this 

motive.     The  wise  teacher  will  make  good  use 

of  the  same  incentive  in  the  school-room.     The 

(»4) 


U4 


mmmt 


v 


tOER. 

are  the  clemonl-ji 

■t  and  purpose  the 

this  sympathetic 

motives  to  worlc. 

re  willingly  to  the 

;  fellow-students," 

I  your  lessons." 

is  not  intellectual 
evelopment  of  the 
rtment  of  school 
le  teacher's  labor, 
e  anything  but  a 
y^mpathy  between 
»etween  the  pupils 

)ssible  be  inclusive 
es  to  the  sympathy 
at  of  the  teacher, 
w  is  mere  selfish- 
th  whom  we  are 
sly  developed  as  a 
generous  impulse. 
3f  a  generous  im- 
er. 

Men  like  to  win. 
tie  of  life,  or  fail. 
)est  effort  of  the 
arings    from    this 

II  make  good  use 
chool-room.     The 


DELIGHT 


IN    OVERCOMING    DII-FICULTIRS.      2?  I 


teacher  has  an  opportunity  of  developing  two 
very  important  virtues  in  connection  with  the 
feeling   of   desire   for   victory;    to   bear   defeat 
,  bravely,  and  to  make  every  defeat  lead  to  greater 
1  effort  for  victory  in  the  future.     Enjoyment  of 
\  victory  will   be  a  delusive  motive,  unless   the 
pupils  are  trained  to  believe  that  patjent  and 
\  persistent  effort  made,  in  accordance  with  God  9 
I  laws,  must  ultimately  secure  victory. 
1      The  child  should  overcome  the  difficulties  in 
/^his  studies  by  independent  effort.     It  is      lus 
that  he  "  learns  to  climb."     The  Delight  in  over- 
'  great  skill  of  the  teacher  in  Intel-      coming  diffi- 
\  lectual  training  is  to  present  suit-         "   '"• 
1  ablv-graded  difficulties  to  his  pupils.    They  grow 
1  stronger  intellectually  by  grappling  with   nevV 
I  difficulties.     They  will   be   discouraged   if   the 

■  difficulties  are  too  great;  they  will  cease  to  be 
1    interested  if  they  are  too  easy.     They  will  never 

■  lose  interest  in  overcoming,  independently,  di  - 
ficulties  appropriate  to  their  condition  of  devel- 

i    opment.  ,   .  , 

\       Curiosity  is  a  universal  instinct.     It  is  a  natural 

instinct.     The  appetite  for  knowledge  of  some 
kind   is  as  definite   in  the  Intel-    The  desire  to 
lectual  nature,  as  the  appetite  for         know, 
food  is  in  the  phy.:cal.     Teachers  do  not  need 
to  arouse  curiosity;  if  they  supply  appropna  e 
material  to  satisfy  curiosity,  it  will  act  vigorously 

(as) 


IM  ! 


272 


now    TO    KF.EP   ORDER. 


always.     With  good  teaching,  it  is  always  a  flc 
light  to  learn. 

There  is  a  prevailing  opinion  that  the  highest| 
qualification  for  teaching  is  the  ability  to  ques- 
tion well.     However  brilliant  a  teacher  may  be, 
his  is  a  poor  school,  if  he  has  to  do  most  of  thel 
questioning.     Every  one  knows  that  the  curiosity' 
of  childhood  is  unbounded.     If  developed  as  it 
should  be,  it  will  increase  in  power,  as  any  other 
faculty  will.     It  ought  to  be  strengthened.     It| 
was  clearly  intended  to  be  one  of  the  mightiesti 
agencies  in  stimulating  the   mind    to  activity.J 
Curiosity  in   the  child   should   become   love  of| 
truth  in  the  man.     The  teacher  is  responsiblei 
for  perfecting  this  development.     One  of   thcj 
clearest  proofs  of  weakness  in  an  educational 
system  is  the  fact  that  children  lose  their  ten- 
dency to  ask  questions,  and  that  men  lose  their 
power  to  recognize  new  problems  in  connection 
with  their  physical,  mental,  or  spiritual  natures. 
It  is  a  pity  that  so  true  an  instinct  as  the  desire 
to  know,  should  be  allowed  to  degenerate  into 
idle  curiosity. 

Pupils  are  fond  of  the  new.     They  delight  to 

investigate  strange  things.  They  enjoy  surprises. 

,  .  Variety  in  plan  and  method  al- 

Love  of  change.  ^^^^  pays.     There  is  no  lesson 

that  cannot  be  varied.  The  variations  can  be 
made  without  sacrificing  principle.  The  varia- 
tion   does    need    to    be    great    in    extent.     A 

(36) 


)F.R. 

it  is  always  a  fli;  j 

I  that  the  highest| 
le  ability  to  ques- 
1  teacher  may  beJ 
to  do  most  of  thai 
that  the  curiosity' 
If  developed  as  it 
5\ver,  as  any  other 
strengthened.     Iti 
:  of  the  mightiest! 
mind   to  activity.! 
1  become  love  of^ 
ler  is  responsiblei 
ent.     One  of   thcf 
in  an  educational 
en  lose  their  ten- 
lat  men  lose  their 
ems  in  connection 
-  spiritual  natures. 
;tinct  as  the  desire 
:o  degenerate  into 

They  delight  to 

ley  enjoy  surprises, 
n  and  method  al- 
"here  is  no  lesson 
variations  can  be 
iciple.  The  varia- 
;at    in    extent.     A 


TIIF.   CONSCIOUSNESS   OK    BKING    TRUSTKD.     273 

Islight  change  in   any   particular  will    be   sufh- 

cicnt  to  relieve  monotony,  and  satisfy  the  de- 

»    mand   for  the  new.     The  gratification  of   this 

'i\demand  necessarily  arouses  increased  interest, 

l\and  attention,  and  secures  energetic  application 

1  \to  the  subject  in  hand. 

I    There  is  no  generous  nature  that   will   not 
jrouse  to  more  definite  effort,  if  it  feels  that  it  has 
{the   confidence  of  its   superiors    .j.^^  ^^^^^j^^,. 
,   Y  I  rely  on  you  to  do  that,    if  said    „„„£  being 
i  .  to  a  boy  personally,  so  that  it  is  a        trutted. 
,  i  direct  message  to  himself,  rarely 
'  [  fails  as  a  motive.     Trust  in  a  child  should  not 
1|  prevent  a  thorough  test  of  its  work. 
I     Children   should  be   participators   in   school 
I  work,  not  mere  listeners  or  spectators.     They 
V  are  happiest  when  active.    Their     Love  of  Ac- 
'  ''own  self-activity  is  the  basis  of         ti'ity. 
their  growth,  physically,  mentally,  and  morally; 
and,   until  they  are   injured  by   bad  teaching, 
I  they  are  happiest  when  they  are  actively  em- 
I  ployed.     It  is  the  teacher's  duty  to  see  that  the 
I  pupil's  activities  are  engaged   at  proper  work. 
The  love  of  activity  is  so  strong,  that  children 
will   indulge  in  it  and   become  destructive,   if 
they  are   not  supplied  with   opportunities  for 
I  becoming  constructive. 

I     The  love  of  activity  may  easily  be  developed 
into  love  of  work.     Work  is  ef-    Love  of  work, 
fort    applied    for  a    productive 
purpose.     When  a  pupil  has  been  trained  to  love 

(»7) 


274 


HOW    TO   KEEP   <JRDE«. 


little   further   inducement 


work,  he    needs 

duty. 

The    teacher  should    embrace    every  oppor- 
tunity of  convincing  his  pupils  that  their  powers, 
Knowledge  of  physical,  mental,  and    moral,  in 

the  fact  that    crease  in  proportion  to  the  proper 
work  increases  use  made  of  them.     He  will  have 
power.         little  difficulty  in  convincing  them 
that  this  is  true  so  far  as  their  physical  powers 
are  concerned,  and  by  analogy  will  be   able  to 
show  that  the  same  is  true  of  all  their  powers. 
Having  done  so,  he  has  only  to  show  them  tlu; 
sacredness  of  their  power,  and  the  benefits  re- 
sulting from  a  proper  use  of  it,  to  lead  senior 
pupils  to  make  the  desire  to  increase  it  a  strong 
motive  to  earnest  work.     The  influence  of  this 
motive  will  be  increased,  if  the  teacher  explains 
clearly  that  inactivity  produces  weakness;  that 
failure    to    use    a    power  causes    loss    of    the 

power. 

It  is  an  event  in  the  life  of  a  child  to  find  out 
something  for  himself.     Like  the  gratification  of 
The  joy  of  dis-  any  good  tendency,  or  the  execu- 
covery.         tion   of   any   good    intention,   it 
brings  an  unspeakable  joy  with  it.     It  is  a  reve- 
lation of  vast  importance  to  a  human  being,  to 
learn  that  he  possesses  independ  ,nt  power.     It 
is  easier  afterwards  to  convince  him  that  he  has 
something  of  the  divine  in  him,  and  to  show  him 
the  unlimited  possibilities  for  true  growth,  when 

(»8) 


(jRDEtt. 

;her   inducement 


brace  every  oppor- 
lilsthat  their  powers, 
ntal,  and  moral,  in 
portion  to  the  propei 
them.  He  will  have 
:y  in  convincing  them 
heir  physical  powers 
ilogy  will  be   able  to 

of  all  their  powers, 
y  to  show  them  tin; 
,  and  the  benefits  re- 

of  it,  to  lead  senior 

0  increase  it  a  strong 
The  influence  of  this 
■  the  teacher  explains 
luces  weakness;  that 

causes    loss    of    the 

of  a  child  to  find  out 
ike  the  gratification  of 
;ndency,  or  the  execu- 
y  good  intention,  it 
'  with  it.     It  is  a  reve- 

to  a  human  being,  to 
depend -nt  power.  It 
ivince  him  that  he  has 

1  him,  and  to  show  him 
for  true  growth,  when 


CONSCIOUSNESS   OK    I'OWER. 


275 


the  divine  in  him  is  truly  related  to  the  Divine 
Source  of  all  power  and  wisdom.  Tiie  oppor- 
tunity for  making  discoveries,  in  any  department 
of  study,  is  a  mighty  motive  to  productive  work. 
Teachers  may  supply  these  opportunities  by 
leading  their  pupils  among  difficulties  suited  to 
their  advancement. 

The  delight  of  discovery  should  be  developed 
by  the  teacher  into  a  consciousness  of  indepen- 
dent power,  and  this  should  grow  Consciousness 
into  a  conviction  of  special  power.  of  Power. 
When  a  boy  believes  that  he  has  independent 
and  special  power,  his  teacher  should  have  little 
trouble  in  inducing  him  to  use  it. 

A  belief  that  he  has  been  gifted  with  some 
special  power,  should  lead  a  boy  to  a  clear  con- 
sciousness of  responsibility  for  a  Responsibility 
proper  use  of  every  opportunity      for  Power. 
for  increasing  power,  and  using  it  for  the  ad- 
vancement of  the  best  interests  of  humanity. 
This  is  the  highest  and  most  productive  motive 
the  teacher  can  ever  develop  in  a  pupil.     The 
true  ideal  of  life  is  co-working  with  God.     This 
ideal  will  be  used  as  a  motive  by  all  teachers,  as 
soon  as  they  truly  realize  that  human  beings  are 
grander  powers   than   knowledge.     A  properly 
trained  boy  must  believe  that  he  has  power  that 
may  be  increased;   that  he  received  his  power 
from  God;  that  he  is  responsible  to  God  for  in- 
creasing and  using  his  power;   that  using  his 

(»9) 


376 


HOW    TO   KEEP   ORDER. 


power  is  the  way  to  increase  it;  that  the  proper 
performance  of  duty  not  only  adds  to  h.s  power 
of  doing  new  duties,  but  gives  clearer  uisiglit 
regarding  the  duties  yet  to  be  performed;  and 
that  he,  as  an  individual,  should  use  his  ever  in- 
creasing power  for  the  improvement  of  the  great 
organic  unity,  of  which  he  forms  a  part  and  of 
which  God  is  the  centre. 

Gen...l  remarks      AH   the  motives  named  above 
on  motives,     are  positive  in  their  character  and 
effects,  except  Fear.  . 

Fear    Love  of   Praise,  Ambition,  Emulation, 
Competition,  Pride,  and  the  Desire  to  Please 
have  disadvantages  as  well  as  advantages.     AH 
the  others  are  decidedly  beneficial  in  their  in- 
fluence on  character.  ,.     .   « 

The  same  motives  will  not  equally  influence 
all  pupils.  Motives  should  therefore  be  varied. 
The  motives  first  named  should  be  used  as  little 
as  possible.  They  may  be  exceedingly  useful, 
however,  in  starting  pupils  to  work  earnestly; 
and  earnest  work  is  the  surest  means  of  lifting 
a  human  being,  of  any  age,  to  a  higher  moral 

*^When  fixing  motives  for  the  guidance  of  pupils 
through  life,  the  teacher  is  doing  his  grandest 
work.  In  selecting  motives  he  should  be  guided 
by  the  following  considerations: 

I    Do  they  develop  spontaneity  of  character? 
,  -      2    Do  they  make   pupils  self-reliant,  without 

(30) 


1 
t 
1 

c 
t 

t 
f 

t 

P 

P 
e 

tl 

SI 
Ci 

p 

te 
ti 
tl 
la 
tr 
e: 
in 


aRDER. 

;  it;  that  the  proper 
ly  adds  to  his  power 
;ives  clearer  insight 
)  be  performed;  and 
ould  use  liis  ever  in- 
ovemcnt  of  the  great 
forms  a  part  and  of 

lotives  named  above 
n  their  character  and 

imbition,  Emulation, 
he  Desire  to  Please, 
I  as  advantages.  All 
leneficial  in  their  in- 

not  equally  influence 
d  therefore  be  varied, 
lould  be  used  as  little 
e  exceedingly  useful, 
Is  to  work  earnestly; 
urest  means  of  lifting 
ge,  to  a  higher  moral 

the  guidance  of  pupils 

is  doing  his  grandest 

js  he  should  be  guided 

ations: 

ntaneity  of  character  ? 

lis  self-reliant,  without 


RULES    I'OR    DISCIPLINE. 


»77 


wciikening  their  consciousness  of  dependence  on 
(Jod? 

3.  Do  tliey  make  men  selfish,  or  do  they  widen 
their  sympathies  and  increase  their  love  for  hu- 
manity and  God. 

The  final  test  of  a  permanent  motive  is: — Does 
it  lead  to  independence  of  character,  sufficient 
to  develop  our  individuality  as  perfectly  as  God 
intended  it  to  be  developed,  without  destroying 
our  sympathy  for  our  fellow-men,  or  weakening 
our  faith  in  God  ? 

The  best  motives  are  not  merely  ineffectual, 
they  are  injurious,  if  they  are  aroused  without 
producing  their  intended  result  in  action. 

Rules  may   be   made    in    two    ways;    by  the 
teacher  alone,  without  conferring  with  the  pu- 
pils; or  by  the  teacher   and   pu- 
pils,  after    consultation.      It    is    R"'es  for  dis- 
easier   to    execute    "our"   rules,         "Pl'ne. 
than  "  my"  rules.     The  teacher  should  be  a  con- 
stitutional ruler,  not  a  tyrant.     With  an  earnest, 
competent  teacher  pupils  never  try  to  make  im- 
proper rules.     All  the  people  should  take  an  in- 
telligent  part   in  moulding  the  laws  of  a  na- 
tion.    Society  is  on  a  wrong  basis  if  men  think 
they  do   their   duty   by   merely  submitting  to 
law.     There  is   no  more   development     in   the 
truest   freedom     than    in    tyranny   unless    men 
exercise    the   rights   of   citizenship.      Assisting 
intelligently  in  making  rules  or  laws  is  the  surest 

(3O 


•78 


now    TO    KKIl'    OKDKR. 


way  to  develop  respect  for  law,  ami  the  fullcs 
poJitive  submission  to  law.     We  should  subm  t 
o  constituted  authority  consciously,  on  prin- 
ciple; not  from  habit,  or  negatively  from  fear  o 
the  consequences.    The  best  train.nfi  m  p<. htu  al 
economy  is  the  practical  training  of  a  well-gov- 
erned school,  in   which   the  pupds  practise  the 
duties  of  good  citizenship.     The   teacher   who 
cannot  trust  his  pupils  to  aid  in  making  ru  es  .s 
clearly  unfitted  for  his  work.     Such  a  teacher 
can  do  little  to  tr..in  the  characters  of  his  pu- 
pils, and  therefore  must  fail  in  his  most  import- 

" Thrmaking  of  rules  is,  however,  of  compara- 
tively  little  importance,   compared   with    thur 
Execution.    Whichever  plan  may  be  adopted  for 
„,aking  the  rules,  they  will  be  certain  to  weaken 
he   character    of    every   pupil    attending    the 
schvL  if  they  are  not  executed  justly  and  de- 
fit;.el  .      In  executing  the  rules  of  a  schoo     he 
teacher  should  often  be  merciful;   but,  so  far  as 
the  pupils  are  concerned,  he  must  be  supreme^ 
When  questions  of  authority  are   involved,  he 
must  be  as  uncompromising  as  the  Deacon  who 
said  to  his  neighbor  with  whom  he  had  a  dis- 
pute:     "  I  have  prayed  earnestly  over  Uns  mat 
ter,  and  I  have  come  to  the  conclusion  that  you 
must  give  in;   for  I  cannot." 

In  advanced  classes,  it  is  most  beneficial  both 
.      to  the  discipline  of  the  school  and  .n  training 

(3«) 


/ 


:)KI)KH. 

law,  ami  the  fullest 
We  should  submit 
)nsciuusly,  on  prill- 
datively  from  fear  of 
t  training  in  political     / 
lining  of  a  well-gov- 
;  pupils  practise  the 
The   teacher   who 
id  in  making  rules  is 
rk.     Such  a  teacher 
:haracters  of  his  pa- 
il in  his  most  import- 

lowever,  of  compara- 
;ompared   with    their 
n  may  be  adopted  for 
1  be  certain  to  weaken 
pupil    attending    the 
ecuted  justly  and  de- 
e  rules  of  a  school  the 
erciful;  but,  so  far  as 
he  must  be  supreme, 
irity  are   involved,  he 
ng  as  the  Deacon  who 
I  whom  he  had  a  dis- 
arnestly  over  this  mat- 
le  conclusion  that  you 

.t." 

is  most  beneficial  both 

school  and  in  training 


RULES   SHOULD    UE    KEW. 


m 


tlic  pupils  for  tlie  duties  of  citizenship,  to  have 
some  adaptation  of  the  system  of  trial  by  jury 
jiractised  in  deciding  the  guilt  of  offenders  who 
violate  the  rules  of  the  school.  The  teacher,  in 
such  a  case,  would  represent  the  judge.  A  com- 
mittee of  pupils  may  sometimes  award  punish- 
ment for  offences,  the  teacher  being  a  court  of 
appeal,  to  which  application  may  be  made  to 
have  the  decision  of  the  committee  set  aside  or 
modified. 

A  new  teacher  seized  a  long  rod  by  both  ends, 
and  lifting  it  high  over  his  head,    _  . 
said  fiercely,  as  his  first  words  to        ^  j^^ 
his  class:  "  Do  you  see  that  rod? 
Would   you   like   to   keel   it  ?     If   you    would, 
just  break  any  one  of  the  forty-nine  rules  I  am 
going   to  read  to  you  !"     He   then   struck  the 
desk  a  vigorous  blow,  and  proceeded  to  read  his 
forty-nine  rules.     He  was  an  extreme  specimen 
of  a  typical  case.     He  could  not  remember  his 
own  rules.    After  a  few  days,  the  pupils  did  not 
try^o  remember  them.    It  was  well  they  did  not 
remember   them.      They  would    have  violated 
them  any  way,  and  conscious  violation  of  law 
saps  the  foundations  of  character.    Rules  should 
be  as  few  as  possible,  and  they  should  be  made 
incidentally,  as   occasions    may  demand    them 
When  they  are  too   numerous,   the   teacher  is 
certain  to  overlook  the  violation  of  some  of  them. 
This  will  make  pupils  careless  about  rules,  and 

(J3) 


38o 


now   TO   KEEI'   likDF.R. 


I 


will  develop  indifference  to  law.     Few  pupils  do 
wrong  because  thoy  do  not  know  the  riKht. 

It   is  unwise  to  fix  a  d<  linile   and  unvarying 
penalty  for  the  same  oficnce,  on   all  occasions 
and  under  all  circumstances.    So  fur  as  possible, 
intentional  wrong-doing,  or  evd 
Penalties.       ^j^^^    results    from    carelessness, 
should  be  followed  by  certain  punishment  of  a 
positive  or  negative  kind.     Nothing  weakens  a 
child's  character,  and  his  respect  for  law,  quicker 
than  the  feeling  that  wrong  may  be  done  with 
impunity.     The  attaching  of  fixed   penalties  for 
all  offences,  helps  to  remove  the  danger  of  par- 
tiality on  the  part  of  the  teacher,  but  it  prevents 
the  exercise  of  his  judgment  in  the  administra- 
tion of  justice. 

There   arc  two  classes  of   disorderly  pupds; 
rebels  and  non-rebels.     Teachers  need  have  very 
little  trouble  from  rebels,  because 
Diiorderly      there  are  very  few  of  them,  and 
P"P""'         because  they  should  speedily  be 
made   to   submit,  or   else   be   suspended   from 
school   till    they   are   ready   to   render   willing 
obedience.     When   a   boy   definitely   defies  his 
teacher  by  refusing  to  do  what  he  is  told,  or  by 
deliberately  doing  what  has  been  clearly  pro- 
hibited, he  forfeits  his  right  to  attend  school; 
and  if  reasoning  or  punishment  of  a  reasonable 
kind   does   not  make  him  submit  properly,  he 
should  be    sent  from  the  school   until  the   in- 


(1 

ni 

til 

to 

isi 
(11 
ii» 
lil 

th 
in 
ct 
cl 
cc 
d( 

w 
in 
M 

St 

ot 
se 

or 

wl 
th 
li( 

g' 
m 

w! 


■■Sifv'S"^' 


KDF.R. 

iw.     Few  pupils  do 

now  the  ri^ht. 

lile  and  unvaryitif? 

If,  on  all  occasions 
So  far  as  possible, 

ronj?-doing,  or  evil 
from   carelessness, 

in  punishment  of  a 

Nothing  weakens  a 

pect  for  law,  quicker 
may  be  done  with 
fixed  penalties  for 
the  danger  of  par- 

:her,  but  it  prevents 

t  in  the  administra- 

[   disorderly  pupils; 
chers  need  have  very 
from  rebels,  because 
ry  few  of  them,  and 
r  should  speedily  be 
be   suspended   from 
f   to   render   willing 
definitely   defies  his 
'hat  he  is  told,  or  by 
as  been  clearly  pro- 
ht  to  attend  school; 
ment  of  a  reasonable 
submit  properly,  he 
school   until   the   in- 


mSORDKRI.V    TF.ACIIKKS. 


381 


(1  nnce  of  his  parents,  or  some  other  means,  has 
iii.iiie  him  thoroughly  submissive.  lie  should 
then  bo  re-admitted  only  after  a  public  apology 
tor  his  insubordination,  and  a  satisfactory  prom- 
ise of  submission  in  future.  One  such  course  of 
discipline,  given  calmly  by  the  teacher,  will 
usually  subuc  a  rebel.  Rebels  should  cause  but 
little  tiouble. 

Those  who  are  not  rebels  may  be  divided  into 
the  careful  and  definite,  and  the  careless  and 
irregular.  The  great  difficulty  of  discipline 
comes  from  the  careless  and  irregular;  and  the 
chief  duty  of  the  teacher,  so  far  as  discipline  is 
concerned,  is  to  give  them  habits  of  order  and 
(lofiniteness. 

1.  Those  whose  standard  of  order  is  low,  and 
who  do  not  recognize  the  true  value  of  order 
in  the  development  of  character. 

Men  cannot  rise  above  their  own      Diwaeny 
standards,  and    they  cannot  lift 
others  above  the  standards  they  fix  for  them- 
selves. 

2.  Those  who  think  it  "  easiest  to  keep  poor 
order."  They  are  usually  dishonest  weaklings 
who  cannot  keep  order,  and  who  wish  to  conceal 
their  weakness.  When  they  say  that  "  they  be- 
lieve their  duty  is  to  teach,  and  not  to  keep  nag- 
ging their  pupils  to  keep  them  in  order,"  they 
make  a  serious  blunder.  All  intelligent  men 
who  hear  them  say  so,  add  contempt  for  their 


"SfTv'S 


282 


HOW    TO    KK.EP    ORDK.K. 


dishonesty  to   the  feeling  of  pity   for  their  in- 
ability  to  keep  good  order. 

3  Those  who  allow  the  pupils  to  think  that 
submission  is  a  compliment  to  the  teacher. 
Order  is  not  maintained  for  the  teacher's  benefit, 
yet  thousands  of  teachers  speak  and  act  as  if 
they  keep  order  for  their  own  advantage.  Their 
piteous  pleas  for  order  are,  "  I  cannot  stand 
your  noise;-  "  I  must  have  order;"  "Stop  talk- 
ing  or  you  will  drive  me  distracted;"  "You 
cannot  think  much  of  your  teacher,  or  you 
would  not  behave  so;"  etc.,  etc.  Order  should 
not,  cannot,  be  made  to  rest  on  such  a  basis. 
Order  should  be  maintained  that  pupils  may 
learn  better,  and  that  their  characters  may  be 
developed  in  the  surest  possible  way,  by  acting 
the  right.  Teachers  should  never  fail  to  make 
this  clear  to  their  pupils. 

4.  Those   who   think   children    like  disorder. 
Children  enjoy  being  controlled,  much   better 
than  having  their  own  way.     It  is  natural   to 
prefer  order  to  anarchy.     Children  respect  the 
teacher   most  who  secures'  the   best  order  by 
proper  means.     The  order  cannot  be  too  definite 
to  please  them,  provided  they  understand  its  aim 
and  effects.    They  will  yield  complete  obedience 
to  a  teacher  with  sympathy,  definiteness,  and 
strength   of   chaiacter,   even    before   they   can 
understand  the  r«s.ons  for  doing  so.    Among 
our  schoolmasters,  we    have   most    respect  for 

(36) 


kn 
do 
po 
di! 
rei 
av 
ne 
th 
ha 
en 
es 

CO 

ha 
Tl 
b€ 

St 

a 
w 

la 

n: 


RDK.R. 

pity   for  their  in- 

apils  to  think   that 
t    to    the    teacher, 
he  teacher's  benefit, 
peak  and  act  as  if 
advantage.     Their 
,  "  I   cannot  stand 
)rder;"  "  Stop  talk- 
distracted;"  "You 
ir    teacher,  or    you 
etc.     Order  should 
it  on  such  a  basis. 
:d   that  pupils  may 
characters  may  be 
lible  way,  by  acting 
1  never  fail  to  make 

Idren  like  disorder, 
-oiled,  much  better 
y.  It  is  natural  to 
'hildren  respect  the 
'  the  best  order  by 
annot  be  too  definite 
y  understand  its  aim 
[  complete  obedience 
dy,  definiteness,  and 
:n  before  they  can 
r  doing  so.  Among 
fe   most   respect  for 


DISORDERLY    TEACHERS. 


283 


those  who  controlled  us  properly.  We  enjity 
living  in  a  country  where  law  is  supreme.  A 
young  lady  in  a  western  school  astounded  her 
pupils  and  the  people  of  the  district,  by  whip- 
ping three  young  men  who  attended  school 
during  the  winter  season.  The  wisest  of  the 
three  culprits  married  the  teacher  in  less  than  a 
year.     Pupils  like  just  control. 

5.  Those  who  know  the  value  of  order,  and 
know  that  they  do  not  keep  good  order,  but  who 
do  not  make  any  conscious  effort  to  increase  their 
power  to  control,  or  to  improve  their  methods  of 
discipline.  There  are  thousands  of  teachers  who 
realize  their  weakness  without  using  the  means 
available  to  them  for  developmejjt.  They  have 
never  read  a  book  on  discipline  or  order,  with 
the  deliberate  intention  of  gaining  power;  they 
have  never  noted  in  a  book  the  difficulties  they 
encounter  in  managing  their  classes,  and  hon- 
estly tried  to  find  plans  for  overcoming  them  by 
consulting  other  teachers,  or  by  reflection.  God 
lias  not  promised  that  such  teachers  shall  grow. 
They  are  certain  to  grow  weaker  and  more 
benighted  unless  they  consciously  try  to  gain 
strength  and  light.  No  one  ever  clearly  realized 
a  difficulty,  and  earnestly  tried  to  overcome  it, 
without  getting  help,  if  he  were  properly  re- 
lated to  the  source  of  wisdom  and  power. 

6.  Those  who  say  "  Disciplinary  power  is  a 
natural  gift,"  and  on  this  account  justify  their 

(37) 


284 


HOW   TO   KEEP   ORDER. 


lack  of  effort.  Every  natural  power  may  be  de- 
veloped. No  two  human  beings  have  the  same 
power  developed  to  the  same  extent,  naturally. 
Those  who  have  least  power  need  most  develop- 
ment. Their  own  effort  is  the  essential  element 
in  their  growth  physically,  mentally,  or  spirit- 
ually. The  teacher  who  urges  lack  of  power  as 
a  reason  for  lack  of  effort,  is  unjust  to  his  em- 
ployers and  himself. 

7.  Those  who  try  to  stop  disorder  by  ringing 
a  bell,  striking  the  desk,  stamping  the  floor, 
etc.  A  single  ring  of  a  bell,  or  a  gentle  tap  on 
the  desk,  may  be  a  time-signal  for  commencing 
or  closing  work,  for  changing  the  exercises,  or 
for  keeping  time  in  very  young  classes,  to  fix  the 
conception  of  rhythmic  movement;  but  no 
general  signals  or  commands  should  be  given  for 
order.  The  teacher  who  gives  them  by  bell  or 
tongue  is  a  novice  in  government,  whatever 
may  be  his  age.  He  causes  much  more  inat- 
tention and  disorder  fhan  he  cures.  Such  sig- 
nals for  order  must  be  harmful,  as  children 
soon  cease  to  pay  attention  to  them. 

8.  Those  who  are  themselves  noisy  and  de- 
monstrative. Blustering  does  not  produce  calm- 
ness. It  is  a  blunder  to  attempt  to  drown  dis- 
order by  making  more  noise  than  the  pupils  are 
making.     A  bedlam  is  the  result. 

9.  Those  who  speak  in  a  high  key.  A  high- 
pitched  voice  is  exhaustive  to  the  teacher  and 

(38) 


irr 
Te 
ha 
ke( 
th( 
1 
Sei 
thi 
to 
pil 
coi 
tea 
his 
no 
sp( 

a  i 
di\ 

ev( 

Si> 
cla 
bcj 
pa 
1 
sp< 
fin 
fev 
ne( 
liv 
spt 
hu 


DER. 

power  may  be  de- 
igs  have  the  same 
extent,  naturally, 
eed  most  develop- 
essential  element 
entally,  or  spirit- 
lack  of  power  as 
unjust  to  his  em- 

isorder  by  ringing 
imping  the  floor, 
>r  a  gentle  tap  on 
1  for  commencing 
;  the  exercises,  or 
r  classes,  to  fix  the 
vement;  but  no 
hould  be  given  for 
s  them  by  bell  or 
•nment,  whatever 
much  more  inat- 
cures.  Such  sig- 
Tiful,  as  children 
them. 

i-es  noisy  and  de- 
not  produce  calm- 
npt  to  drown  dis- 
[lan  the  pupils  are 
ilt. 

gh  key.  A  high- 
I  the  teacher  and 


DISORDERLY    TEACHERS. 


285 


irritating  to  pupils.  It  produces  restlessness. 
Teachers  who  are  quiet  in  manner,  and  who 
have  low,  definite  voices,  have  little  trouble  in 
keeping  good  order,  if  they  have  correct  ideas  of 
the  value  of  order. 

10.  Those  who  roll  their  eyes,  but  do  not  see. 
Seeing  is  an  act  of  the  mind.  Teachers,  more 
than  any  other  class,  should  cultivate  the  power 
to  pay  distributed  attention,  and  see  every  pu- 
pil at  the  same  time.  Every  pupil,  in  a  properly 
constructed  school-room,  makes  a  picture  in  the 
teacher's  eye  at  the  same  time.  He  should  train 
his  mind  to  look  at  the  group  of  pictures  and 
not  at  individuals  in  it,  unless  individuals  need 
special  attention.  We  may  look  at  a  picture  of 
a  group  of  people  without  recognizing  any  in- 
dividual, although  we  may  be  acquainted  with 
every  member  of  the  group.  So,  when  a  teacher 
gives  distributed  attention,  he  sees  his  entire 
class,  and  notes  instantly  any  wrong  when  it 
begins.  Concentrated  attention  should  then  be 
paid  to  the  pu-'i  causing  disorder. 

11.  Those  who  hurry.  Haste  rarely  produces 
speed,  and  always  leads  to  disorder.  Even  in 
fire-drills,  hurrying  only  expedites  the  exit  of  a 
few  of  thobe  who  reach  the  doors  first,  and  it 
necessarily  leads  to  disorder,  and  endangers  the 
lives  of  the  pupils.  Pupils  receive  a  more 
specific  training  in  disorder,  by  being  allowed  to 
hurry,  than  in  any  other  way.    In  passing  copy- 

(39> 


386 


HOW    TO    KEEP   ORDER. 


books,  etc.;  in  taking  slates,  books,  etc.;  in 
standing  up  and  sitting  down;  in  the  execution 
of  all  class  movements  in  and  out  of  school; 
step  one  should  be  performed  by  all  before  step 
two  is  done  by  any.  Between  the  various  steps 
in  a  compound  movement,  and  between  the  two 
absolutely  essential  parts  of  a  command  in  a 
movement  consisting  of  only  one  part,  there 
should  be  a  definite  pause.  Making  this  de- 
finite pause  so  many  times  every  day  gives  the 
best  training  in  self-control  received  in  school. 
Indefiniteness  in  executing  a  command  leads  to 
imperfect  obedience. 

12.  Those  whose  standard  of  order  varies. 
The  teacher's  standard  of  order  should  be  fixed 
clearly,  not  as  a  mere  feeling,  but  as  a  well-de- 
fined principle.  He  should  decide  A/hat  kind 
of  order  he  should  keep  in  the  interests  of  the 
pupils  intellectually  and  morally;  and  having 
arrived  at  a  conclusion,  he  should  secure  and 
maintain  the  kind  of  order  he  deems  right. 
The  influence  of  a  teacher  whose  standard  of 
order  changes  from  rigid  to  lax,  and  from  lax 
to  rigid  according  to  his  varying  moods,  is 
baneful  in  its  effects  on  order,  and  on  the  charac- 
ters of  his  pupils. 

13.  Those  Jwho  do  not  see  any  use  ^in  being 
"so  particular  about  trifles."  Nothing  that  in- 
fluences character  should  be  regarded  as  trifling 

(40) 


or 
th( 


chi 
is 
tin 
noi 
act 
us 
du 
du 
the 
litt 
gre 
the 
exe 
I 
in  t 
clu 
to 
cip 
pu] 


DER. 


DISORDERLY    TEACHERS. 


287 


,  books,  etc.;  in 
;  in  the  execution 
id  out  of  school; 
by  all  before  step 
the  various  steps 
1  between  the  two 
a  command  in  a 
Y  one  part,  there 
Making  this  de- 
'ery  day  gives  the 
iceived  in  school. 
;ommand  leads  to 

of  order  varies, 
er  should  be  fixed 
but  as  a  well-de- 
lecide  v/hat  kind 
e  interests  of  the 
ally;  and  having 
[lould  secure  and 

he  deems  right, 
hose  standard  of 
lax,  and  from  lax 
arying  moods,  is 
ind  on  the  charac- 

any  use  *in  being 

Nothing  that  in- 

jgarded  as  trifling 


or  unimportant.     Truth  demands  exactness  in 
the  most  minute  detail. 

"  In  the  elder  days  of  Art, 

Builders  wrought  with  greatest  care 
Each  minute  and  unseen  part; 
For  the  Gods  see  everywhere. 

•  Let  us  do  our  work  as  well, 
Both  the  unseen  and  the  seen ; 
Make  the  house  where  Gods  may  dwell. 
Beautiful,  entire,  and  clean." 

The  slightest  deviation  from  right  weakens 
character.  The  growth  of  evil,  as  well  as  good, 
is  by  small  steps  at  first.  No  man  will  con- 
tinue long  to  be  honest  in  great  tKings,  if  he  is 
not  honest  in  small  things.  Every  conscious 
act  we  perform  has  an  influence  in  making 
us  what  we  are.  The  way  we  do  the  little 
duties  fixes  our  habit  of  performing  duty.  The 
duty  may  be  of  small  consequence  in  itself,  but 
the  habit  never  can  be  unimportant.  There  is 
little  chance  for  humanity  to  make  definite  pro- 
gress upwards  so  long  as  its  teachers  can  regard 
the  manner  of  cleaning  a  slate,  or  of  writing  an 
exercise,  as  a  trifling  matter. 

14.  Those  who  have  order  only  while  they  are 
in  the  room.  Such  teachers  maintain  order  ex- 
clusively by  coercive  means,  and  therefore  fail 
to  secure  the  grandest  possible  effect  of  dis- 
cipline, the  development  of  self-control  in  the 
pupils. 

(41) 


'Ill 

rl: 


288 


HOW   TO   KEEP   ORDER. 


15.  Those  who  allow  talking  during  study. 
Children  in  the  Kindergarten  should  be  allowed 
to  talk  while  they  are  engaged  with  the  "  occu- 
pations," with  limitations  as  to  tone,  time,  and 
courtesy.  Pupils  in  primary  classes  may  be 
allowed  to  converse  under  the  same  limitations, 
while  occupied  with  manual  work,  from  which 
the  attention  will  not  be  distracted  by  quiet 
conversation;  but  pupils  are  not  allowed  to  talk 
in  any  well  conducted  class,  while  they  are  study- 
ing or  engaged  at  intellectual  work.  Whatever 
reason  may  be  given  for  allowing  pupTlTto 
communicate  with  each  other  in  school,  the  true 
reason  is  either  lack  of  thought  or  lack  of  power 
on  the  part  of  the  teacher.  ^ 

16.  Those  who  believe  in  lecturing  their 
classes.  Formal  lecturing  on  morals  or  duty 
does  little  good  to  any  pupil,  and  it  injures  a 
great  many  by  giving  them  a  dislike  for  what 
is  good,  and  by  arousing  feeling  which  is  not 
made  a  stimulation  to  action.  Talking  does  not 
make  even  an  arithmetical  process  clear.  We 
do  not  comprehend  the  principles  on  which  any 
rule  is  based,  until  we  have  practised  it.  "  Oh," 
said  a  young  woman,  when  she  first  saw  an 
island,  "I  learned  what  an  island  is,  long  ago; 
but  I  never  knew  it  before."  In  some  schools, 
children  know  but  little  that  they  learn.  It  is 
also  true  in  regard  to  the  moral  questions  un- 
derlying  duty,  that  we   can   never   understand 

(4») 


ti 
V 
O 

ii 
a 

si 
h 

ci 
ci 
t( 

is 
tl 

St 

cl 

tl 

w 
w 

r<: 
h 

St 

g 
ei 

si 

SI 

tc 


DEP.. 


DISORDERLY   TEACHERS. 


289 


ng  during  study, 
should  be  allowed 
d  with  the  "  occu- 
to  tone,  time,  and 
y  classes  may  be 
!  same  limitations, 

work,  from  which 
stracted  by  quiet 
lot  allowed  to  talk 
lile  they  arestudy- 
l  work.  Whatever 
illowing  pupils"  to 

in  school,  the  true 
ht  or  lack  of  power 

n  lecturing  their 
)n  morals  or  duty 
il,  and  it  injures  a 
a  dislike  for  wliat 
eling  which  is  not 
Talking  does  not 
jrocess  clear.  We 
:iples  on  which  any 
ractised  it.  "  Oh," 
1  she  first  saw  an 
sland  is,  long  ago; 
'  In  some  schools, 
t  they  learn.  It  is 
loral  questions  un- 
never   understand 


them  till  we  practise  them  with  a  conscious  pur- 
pose. No  gift  is  more  likely  to  be  used  over- 
much, than  the  gift  of  preaching  to  pupils. 

17.  Those  who  have  not  clearly  defined  m.otives 
to  communicate  to  their  classes.  Pupils  can  de- 
velop individuality  and  strengthen  •  character 
only  in  one  way;  by  self-activity.  The  full  mean- 
ing of  self-activity  includes  the  suggestion  as  well 
as  the  execution  of  the  duty  performed.  A  man 
should  have  the  power  of  self-direction,  and 
his  motives  should,  as  tar  as  possible,  be  prin- 
ciples, not  feelings.  He  can  learn  these  prin- 
ciples only  by  acting  them;  and  therefore,  the 
teacher,  as  the  individual  whose" specific  duty  it 
is  to  train  the  child,  should  clearly  comprehend 
the  motives  specially  adapted  to  the  various 
stages  of  the  child's  development. 

18.  Those  who  have  not  sufficiently  developed 
characters  to  be  able  to  inspire  their  pupils  with 
their  own  motives.  '  Superintendents  of  schools, 
when  they  call  attention  to  some  defect  or 
wrong  habit  in  a  class,  frequently  receive  the 
reply:  "Well,  lam  sure  it  is  not  my  fault;  I 
have  often  told  them  how  to  behave."  No 
stronger  condemnation  of  a  teacher  can  be 
given  than  this,  so  frequently  uttered  by  teach- 
ers regarding  themselves.  An  experienced 
superintendent  knows  at  once  that  the  class  of 
such  a  teacher  must  inevitably  be  low  in  regard 
to  discipline,  management,  lessons,  and  charac- 


290 


HOW   TO   KEEP   ORDER. 


ter-development.  A  man  who  finds  that  he 
cannot  inspire  his  pupils  to  willing,  earnest  co- 
operation with  him,  should  cease  to  be  a  teacher. 
No  honest  man  would  continue  in  so  responsible 
a  position,  knowing  that  he  is  deficient  in  the 
most  important  qualification  for  his  work. 

19.  Those  who  have  not  sufficient  will-power 
to  insist  on  obedience,  even  against  the  will  of 
their  pupils.  "  Do  you  always  do  what  mamma 
tells  you  ?"  said  a  visiting  minister  to  a  little 
girl.  "  Yes,  I  guess  I  do,  and  so  does  papa," 
was  the  reply.  Teachers  should  be  able  to  com- 
pel, if  they  cannot  inspire.  Obedience  is  abso- 
lutely essential.  It  is  a  terrible  thing  for  a  class 
to  receive  instructions  which  they  do  not  carry 
out. 

20.  Those  who  teach  "  where  the  children  are 
bad."  It  is  an  easy  thing  for  a  teacher  to  soothe 
her  conscience  with  the  conclusion  that  the  dis- 
order of  her  class  results  from  the  depravity  of 
her  pupils.  Some  teachers  are  foolish  enough 
to  attribute  the  dullness  of  their  pupils  to  their 
pupils  alone.  Charles  Lamb  told  the  truth 
about  such  teachers,  when  he  said:  "If  you  heai 
a  teacher  talking  a  great  deal  about  the  stupi- 
dity of  his  pupils,  you  may  be  sure  the  greatest 
dunce  in  the  school  is  on  the  platform."  Pupils 
are  not  all  alike.  Some  are  smarter,  some  are 
better  than  others.  None  are  so  dull,  however, 
as  a  class,  that   they  cannot  learn;  or  so  de- 

(44) 


t 
c 
I 
i 
c 
i 
1 

V 

c 
t 

c 
b 

t 

s 

V 

h 

d 

r( 
n 
o 
n 
U 
ai 

P 

li 


DER. 

ho  finds  that  he 
ilHng,  earnest  co- 
se to  be  a  teacher. 
J  in  so  responsible 
is  deficient  in  the 
or  his  work, 
fficient  will-power 
gainst  the  will  of 
i  do  what  mamma 
inister  to  a  little 
d  so  does  papa," 
lid  be  able  to  com- 
(bedience  is  abso- 
le  thing  for  a  class 
they  do  not  carry 

e  the  children  are 
1  teacher  to  soothe 
usion  that  the  dis- 
1  the  depravity  of 
re  foolish  enough 
leir  pupils  to  their 
b  told  the  truth 
said:  "If  you  heai 
1  about  the  stupi- 
e  sure  the  greatest 
platform."  Pupils 
smarter,  some  are 
e  so  dull,  however, 
t   learn;  or  so  de- 


DISORDERI.V    TEACHERS. 


apt 


praved,  as  not  to  be  amenable  to  discipline  of 
the  proper  kind.  The  teacher  who  has  a  poor 
class  in  the  east,  would  have  an  inferior  class  in 
the  west.  Here  are  two  classes.  One  of  them 
is  orderly,  definite,  clean,  tidy,  energetic,  studi- 
ous, and  progressive;  the  other  is  disorderly, 
irregular,  dirty,  untidy,  inattentive,  and  dull. 
The  floor  in  the  room  of  the  latter  is  littered 
with  scraps,  their  desks  are  half  filled  with  apple 
cores,  balls  of  paper,  and  other  rubbish,  and  the 
tops  of  the  desks  are  scratched,  and  blotted.  Ex- 
change teachers,  and  in  a  month  the  classes  will 
be  revolutionized.  The  teacher  is  responsible 
for  the  condition  of  the  class,  f  will  undertake 
to  name  the  teachers  of  the  various  classes  in 
some  of  our  schools,  if  I  am  blindfolded,  by  the 
way  the  pupils  walk  down  stairs  at  recess. 

21.  Those  who  get  angry  when  executing  the 
law.  The  teacher  has  no  need  to  get  angry. 
He  represents  the  majesty  of  the  law.  Anger 
destroys  dignity,  and  many  pupils  lose  their 
respect  for  law  tself  because  their  teachers  ad- 
minister law  in  an  undignified  manner.  Anger, 
or  any  exhibition  of  feeling  against  a  pupil, 
makes  him  feel  that  he  is  punished  because  the 
teacher  dislikes  him,  not  because  he  has  done 
any  wrong.  This  trains  him  to  rebel  against 
punishments  of  all  kinds,  and  he  learns  to  dis- 
like law,  law-makers,  and  those  who  execute  law. 
We  sometimes  wonder  why  the  sympathy  of  the 

(45) 


292 


HOW    TO    KKEP   ORDER. 


public  is  SO  often  negatively,  if  not  positively,  on 
tlie  side  of  him  who  breaks  the  law.  We  cease 
to  wonder,  when  we  think  of  the  way  law  is  ad- 
ministered in  many  homes  and  schools.  No 
boy  can  have  a  proper  respect  for  law,  if  his 
father  or  his  teacher  is  passionate,  tyrannical, 
or  irregular  in  executing  judgment.  Delibera- 
tion and  calmness  add  double  weight  to  punish- 
ment. The  angry  teacher  is  disorderly  himself, 
and  he  necessarily  unsettles  his  class  by  his 
irritability. 

22.  Those  who  scold.  Scolding  distracts  at- 
tention, and  therefore  causes  disorder.  Some- 
times an  unfortunate  individual  receives  the 
scolding;  in  which  case,  he  is  humiliated  and 
hardened  by  the  public  censure,  and  the  whole 
class  is  compelled  to  give  up  their  work  to  listen 
to  the  scolding.  Sometimes  the  whole  class  re- 
ceives the  scolding;  in  which  case,  the  attention 
of  the  class  is  distracted,  and  no  individual 
assumes  his  share  of  the  blame.  It  is  a  very  un- 
usual thing  for  a  pupil  to  appropriate  to  himself 
his  fair  share  of  a  promiscuous  condemnation. 
Scolding  soon  loses  its  direct  influence;  but  its 
indirect  influence,  in  weakening  the  sympathetic 
bond  that  should  exist  between  teachers  and 
scholars,  continues  to  increase. 

23.  Those  who  threaten.  Like  scolding, 
threatening  soon  becomes  a  habit,  and  soon 
loses  its  influence  as  a  restraining  power.     "  It 

(4«) 


IV 
IV 

P" 

re 
sV 
or 
la 

so 

gr 
th 
mi 
mi 

foi 

Cl£ 

wa 

pa 

tru 

in 

abl 

wh 

Su( 

cea 

Th 

tea 

dis( 


OER. 

not  positively,  on 
e  law.  We  cease 
he  way  law  is  ad- 
ind  schools.  No 
ct  for  law,  if  his 
onate,  tyrannical, 
fment.  Delibera- 
weight  to  punish- 
isorderly  himself, 
his  class  by  his 

ding  distracts  at- 
disorder.  Some- 
iual  receives  the 
s  humiliated  and 
re,  and  the  whole 
deir  work  to  listen 
he  whole  class  re- 
ase,  the  attention 
nd  no  individual 
:.  It  is  a  very  un- 
•opriate  to  himself 
us  condemnation, 
influence;  but  its 
g  the  sympathetic 
een  teachers  and 

Like    scolding, 
habit,  and   soon 


ning  power. 


It 


DISORDKRI.V    TKAIIIERS. 


293 


threatens  to  rain,"  said  one  boy  to  another. 
"Then  it  won't  rain,  I  suspect,"  was  the  reply. 
"  Mother  keeps  threatening  to  whip  me,  but  she 
never  does  so."  A  teacher  would  need  a  phe- 
nomenal memory  to  remember  all  his  threatened 
penalties.  Every  broken  threat  develops  dis- 
respect for  law.  Threatening  is  but  the  dark 
shadow  of  a  coercive  agency  for  maintaining 
order.  Its  effects,  at  best,  are,  therefore,  re- 
latively unimportant;  but  poor  as  they  are,  they 
soon  lose  their  influence. 

24.  Those  who  are  impatient.  Patience  is  a 
great  preserver  of  order.  Impatience  makes 
the  teacher  himself  disorderly,  aud  prevents  his 
maintaining  that  deliberation  and  equipoise  of 
mind  and  spirit  essential  to  make  him  a  model 
for  the  unconscious  and  certain  imitation  of  his 
class.  Losing  control  of  one's  self  is  the  surest 
way  to  lose  control  over  others. 

25.  Those  who  are  harsh.  Love  and  sym- 
pathy, as  the  basis  for  co-operative  work,  form  the 
true  foundation  for  productive,  developing  order 
in  school.  Harsh  teachers,  who  are  wise  and 
able  in  other  respects,  may  keep  a  kind  of  order 
while  they  are  in  the  room  with  their  pupils. 
Such  order,  maintained  as  it  is  by  coercion, 
ceases  when  the  coercive  agency  is  removed. 
The  test  of  order  is  best  applied  while  the 
teacher  is  absent.  If  a  teacher  finds  his  class 
disorderly  on  his  sudden  return  after  an  absence 

(47) 


^ 


•94 


now    TO    KV.VV    ORDIfR. 


of  a  few  minutes,  he  should  never  be  angry  w   h 
the  class.     He  himself  is  to  blame,  and  he  should 
assume  the  responsibility  like  a  man,  and  -n 
crease  his  power  of  control,  or  give  h.s  place  to 
a  better  man. 

. '  O'er  wayward  children  wouldst  thou  hold  firm  rule  ?       , 
AndsunlliceintheHKhlofhappyfaccB? 
Love.  Hope,  and  Patience;  these  must  be  thy  Krac«. 
And  in  thine  own  heart  let  them  first  ^^P  ««^ho..l.^^^^^ 

(48) 


KK. 

er  be  angry  with 

ne,  and  he  should 

a  man,  and  in- 

give  his  place  to 

a  hold  firm  rule  ? 
(aces  ? 

nusi  be  ihy  graces, 
rst  keep  school. " 

CuLERUtUE. 


k 

s 

9^ 

1 

Lm 

Int 

:-f 

g 
P 

1. 

z 

mau 

-■\ 

t 

t 

1 

tical 

noth 

t 

ment 

3.  J 

formi 

been 

ciaid 
"Sec 
effort 
make 
tiona 

■^I^B 

• 

Books  for  Teachers. 


^INDUSTRIAL- 
EDUCATION' 


I 


Laves  Industrial  Education. 

Industrial  Education  ;  a  guide  to  Manual  Training.  By 
Samuel  O.  Love,  principal  of  the  Jamestown,  ^.  Y.) 
public  scliools.  Clotli,  12mo,  330  pp.  with  40  full-page 
plates  containing  nearlv  400  figures.  Price,  |1.75 ;  to 
teachers,  $1.40 ;  If  mail,  13  cents  extra. 
1.  Indtistrial  Education  not  understood.  Probably  the  only 
man  who  has  wrought  out  the  problem  in  a  practical  way  is 

J.  Samuel  G.  Love,  the  superin- 
tendent of  the  Jamestown  (N. 
Y.)  schools.  Mr.  Love  has  now 
about  2,400  children  in  the 
primary,  advanced,  and  high 
schools  under  his  charge  ;  he 
is  assisted  by  fifty  teachers,  so 
that  an  admirable  opportunity 
was  offered.  In  1874  (about 
fourteen  years  ago)  Mr.  Love 
began  his  experiment ;  gradu- 
ally he  introduced  one  occu- 
pation, and  ther  another,  luitil 
at  last  nearly  all  the  pupils  are 
following  some  form  of  educat< 
ing  work. 

2.  Why  it  is  demanded.  The 
reasons  for  introducing  it  are 
clearly  stated  by  Mr.  Love.  It 
was  done  because  the  educa< 
tion  of  the  books  left  the  pu. 
pils  unfitted  to  meet  the  prac 
tical  problems  the  world  asks  them  to  solve.  The  world  does 
not  have  a  field  ready  for  the  student  in  book-lore.  The  Btate< 
ments  of  Mr.  Love  should  be  carefully  read. 

3.  It  is  an  educational  book.  Any  one  can  give  some 
formal  wprk  to  girls  and  boys.  What  has  been  needed  haa 
been  some  one  who  could  find  out  what  is  suited  to  the  little 
cljld  who  is  in  the  "  First  Reader,"  to  the  one  who  is  in  the 
"Second  Reader,"  and  so  on.  It  must  be  remembered  the 
effort  is  not  to  make  carpenters,  and  type-setters,  and  dress- 
makers of  boys  and  girls,  but  to  educate  them  by  these  oceuvO' 
tiona  better  than  without  them. 


sLove* 


a    E. 


BEND  ALL  OBDMM  TO  ^,,,„  tnn 

L.  KELIM30  «  CO..  SEW  roiiJ>*rHK_.ioa 


But  there  «i^. ''  »  ''''"Vr^' X  tSim    4e  tcactet 

v;iaMK»». ---.£^^' ^ 

women  10  qive  Industrial  ^ '«'«'"»  important  subject.  The 
wise  will  begin  now  to  st"^,  *  "!_3e  it  into  its  schools, 
city  of  New  York  has  deciued  to  introauce  u  i  y^^iprtak- 
where  140,001)  pupils  are  1^*^^'^  ^^^%hrnee*t 

ing,  but  it  ^'i»  ?"«=f{;i  Jv^nCthe  Wks.  Book  education 
ei\t  education  than  that  gntn  uYv        ,  ^Yie  men  and 

L  faulty  partial    inccmpleto^  But  ^^^J^^^,    r^^  , « 

women  to  come  from  who  can  gn  .^^  niethods  mto 

S^^^cS,^  wXKtKThemsr^  for  higher  positions. 


The  Lutheran  01)Ber7er8a>^  1"^  anIhrpuWic  «¥ool8."  It  is  admir- 
where."  » This  Is  a  practical  volume.   It 


'  We;t  Virginia  Scheol  Journal.-"It  shows  what  can  he  done  hy  a 
TS"in«r^""An^^^^^^^^^  .ure  it  will 

Prof.  Edward  Brooks,  I^t«  ^^^iPthe^  bSWve  s^ 
ScS.ol.-"lt  is  a  much  needed  worK.  ^  f  ^^^'J^    ^^  j  that  some 

p^'i?fj-.l^ul&rvte''.^a=»el  Td^M^U  of^promlse  f or  the 
future.  „,         _.u.     "  T  itnnw  of  no  one  more  com- 

SilTratalnK  than  Prof  Love  out  must  be  a  goo.l 

»SS^e=SSS:SrS;su.ectand^swn. 

'tX"Advertiser.-''AP)al™a^^^^^ 


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YORK  i&  CHK^AGa 

do  Every  teacher  should 
into  hiH  sch(H)l.  At  pres- 
a,  Writing,  and  Drawing, 
ore  tlmn  thirty  forms  of 
le  educative.  The  teacher 
,  try  some  of  these  forms. 

id  now  exists  for  vien  and 
Those  teachers  who  arc 
is  important  subject.  The 
itroduce  it  into  its  schools, 
..  It  is  a  mighty  undertak- 
)le  see  the  need  of  a  differ- 
thc  iMwks.  Book  education 
it  where  arc  the  men  and 
k-e  instruction?  Those  who 
introduce  its  methods  mto 
jlves  for  higher  positions. 

lis  volume  on  Manual  Teachlnj? 

the  public  schools.    It  Is  artmlr- 

recommend  Jtto  teachew  every- 

This  is  a  practical  volume.  K 
of  trial  in  a  search  atfr  thoM 
ue  sense  of  the  word.  It  Is  not  a 
ns  but  In  methods  and  """v!?' 
rt^ilectlnK  occupations  for  chll- 

t  shows  what  can  be  done  by  a 

llent  hand  Iwok." 

falls,  N.  Y.-"I  am  sure  It  wlU 

It  problem." 

artTS'ha^e-iee^?'^' 

■  -"  I  know  of  no  one  more  coin- 
ed teadhers  how  to  Introduce  Man 

lehos  marked  out  must  be  a  goo.l 
U  to  go  out."  ^i,..,„.ii 

king  into  this  subject  and  this  will 

amlshcd  explanation." 

lal.-  "  In  tbjB  handsof  an  lnt«lllgeiit 

or.v  resuiU;." 


SEND  ALL  OKDEUS  TO 

E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 


Currie's  Early  Education. 

'•  The  Principles  and  Practice  of  Early  and  Infant  School 
Education."  By  James  Cukrie,  A.  M.,  Prin,  Church  of 
Scotland  Training  College,  Edinburgh.  Author  of 
"  Common  Scliool  Education,"  etc.  With  an  introduction 
by  Clarence  E.  Meleney,  A.  M.,  Supt.  Schools,  Patersou, 
i;;  ^:  ^ounil  m  blue  cloth,  gold,  Itfmo,  290  pp.  Price 
|1.2o  ;  to  teachers,  |i  oo  ;  by  mail,  8  cents  extra. 

WHY   THIS    BOOK    IS    VALUABLE. 

1,  Pestalozzi  pave  New  England  its  educational  supremacy. 
The  Pestalozzian  wave  struck  this  country  more  than  forty 

vears  ago,  and  produced  a  mighty  shock.  It  set  New  Eng- 
land to  tlimking.  Horace  Mann  became  eloquent  to  help  rai 
the  change,  and  went  up  and  down  Massachusetts,  urging  in 
earnest  tones  the  change  proposed  by  the  Swiss  educator. 
What  gave  Now  England  its  educational  supremacy  was  its 
reception  of  Pestalozzi's  doctrines.  Page,  Philbrick,  Barnard 
were  all  his  disciples. 

2.  It  is  the  work  of  one  of  the  best  expounders  of  Pes- 
talozzi. 

Fortv  years  ago  there  was  an  upheaval  in  education.  Pes- 
talozzi s  words  were  acting  like  yeast  upon  educators  ;  thou- 
sands had  been  to  visit  his  schools  at  Yverdun,  and  on  their 
return  to  their  own  lands  had  reported  the  wonderful  scenes 
they  had  witnessed.  Rev.  James  Currie  comprehended  the 
movement,  and  sought  to  introduce  it.  Gra8i)ing  the  ideas  of 
this  great  teacher,  he  spread  them  in  Scotland :  but  that 
country  was  not  elastic  and  receptive.  Still,  Mr.  Currie's 
l)resentation  of  them  wrought  a  great  change,  and  he  is  to  be 
reckoned  as  the  most  powerful  exiJonentoF  the  new  ideas  in 
Scotland.  Hence  this  book,  which  contains  them,  must  be 
considered  as  a  trea.sure  by  the  educator. 

rl  This  volume  is  really  a  Manual  of  Principles  of  Teaching. 
.  J*  f.^"»'i»*8  enough  of  the  principles  to  make  the  teacher 
mtemgent  m  her  practice.  Most  manuals  give  details,  but  no 
foundation  principles.  The  first  part  lays  a  psychological 
basis— the  only  one  there  is  for  the  teacher ;  and  this  is  done 
111  a  simple  and  concise  way.  He  declares  emphatically  that 
teaching  cannot  be  learned  empirically.  That  is,  that  one  can- 
not watch  a  teacher  and  see  hoio  he  does  it,  and  then,  imitat- 
ing, claim  to  be  a  teacher.    The  principles  must  be  learned 

•..  It  IS  a  Manual  of  Practice  in  Teaching. 


■  "^ 


-> 


^^^f^ 


E.  L.  KELLOGG  &  CO.,  NE^V  YORK  &  CIlICAGO^ 


It  discusses  the  subjects  of  Number,  O^J-F^t J^i^^^Co^^^^^^ 
"sIrJoU  out  the  characteristics  of  Lesson-Giving-or 

mmmm. 

^'T'rt  discusses  the  motives  to  be  ussd  in  teaching. 

Ly  one  XoVan  throw  light  here  will  be  Hjten^ .^     Mr 
Piirrin  has  done  this  admirably.    He  puts  (1)  Activiij ,  ^^j 
S"r(3)  SocialRelation,  as  the  three  inaLi  "^oti^es^^'^Ttl 
S  Punishments,  Bribery,  etc    are  here  T^\^J^!^-^^ll^^. 
!;.!fi,^..  wn«  pvidentlv  a  man  "  ahead  of  his  times ,    every 

ttXeem  very  easy  to  the  V'^^^^^^^f^^^^' 
V^T^^C^^'oi^^r^^^TS^f^  of  the  New 

Ed^/cS;  S^'e  o?  the  ^f  ff?ottt'tC  days"  ffiii^ 
?tW£KTvoirTli^°-U  Sv^wonderfiS 

^5do^!SV(/  f/ic  Chautauqua  Teachers'  Reading  Union. 
Philadelphia  Teacher.-"  It  i8  a  volume  that  every  primary  teacher 

'"Bo^JtVn  Common  School  F.ducation.-"  It  will  prove  a  great  boon  to 
thousands  of  earnest  teachers. 


Virginia  Educational  Journal, 
by  educatore." 


'  Mr.  Carrie  hM  long  been  esteemed 


'SrTs^hool  Journal.-"  Docks  like  this  cannot  but  hasten  the 
flRvfo?  a  letter  valuation  of  childhood."  ,    ».     ,  „ 

hS^S  School  Teacher.-"An  interesting  and  timely  book." 

FOR  READING  CIRCLES. 

"  Pavne's  Lectures  "  is  pre-eminently  the  book  for  Reading 

nirrles   besides  many  in  counties  and  cities.    Kenmnoer  inai 
orl^^SVfar  r^perior  to  any  other  published. 


D 


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18  TO 

YORK  &  CHICAGO. 


er,  Object  Lessons,  Color, 
ding  in  a  most  intelligent 
able  suggestions  here  for 

tics  of  Lesson-Giving— or 

tone  of  voice,  the  question- 
iie  class,  the  cheerfulness 
'ssion,  the  animation,  the 
lussed.  This  latter  term  is 
t  teachers  use  it  to  cover 
iisciplino"they  do  every^ 

xmA  in  teaching. 
re  will  be  hstened  to  ;  Mr. 
He  puts  (1)  Activity,  (2) 
■ee  main  motives.  Rewards 
•e  here  well  treated.  The 
lead  of  his  times ;"  every- 
lane  man ;  he  is  a  lover  of 
,  deep  thinker  on  subjects 
ious  pedagogue, 
troduction, 

!^,  J.,  a  disciple  of  the  Nevr 
omising  of  the  new  style  of 
ront  in  these  days.  Takmg 
it  well  deserves  wonderful 

ichers'  Reading  Union. 
me  that  every  primary  teacher 
"  It  will  prove  a  great  boon  to 
p.  Currle  has  long  been  esteemed 

ike  this  cannot  but  hasten  the 

I." 

\a  interesting  and  timely  book." 

J  CIRCLES. 

nentlv  the  book  for  Reading 
pted  by  the  New  York,  Ohio, 
s,  Colorado,  and  Chautauqua 
s  and  cities.  Remember  that 
ny  other  published^ 


BXSn  ALL  ORDERS  TO 

E.  L.  KELLOGO  &  CO.,  NEW  YORK  &  CHICAGO. 


Shaw's  Rational  Question  Book. 

"  The  National  Question  Book."  A  graded  course  of  study 
for  those  preparing  to  teach.  By  Edward  R.  Shaw,  Prin- 
cipal of  the  High  School,  Yonkers,  N.  Y.;  author  of 
"  School  Devices,"  etc.  Bound  in  durable  English  buckram 
cloth,  with  beautiful  side-stamp.  12mo,  850  pp.  Price, 
$1.50  ;  net  to  teachers,  postpaid. 

This  work  contains  6,000  Questions  and  Answers  on  22 
Different  Branches  of  Study. 

ITS    DISTINGUISHING    FEATURES. 

1.  It  aims  to  make  the  teacher  a  better  teacher. 

"How  to  Make  Teaching  a  Profession  "  has  challenged  the 
attention  of  tlie  wisest  teacher.  It  is  plain  tliat  to  accomplish 
this  the  teacher  must  pass  from  the  stage  of  a  knowledge  of 
the  rudiments,  to  the  stage  of  somewhat  extensive  acquire- 
ment. There  are  steps  in  this  movement ;  if  a  teacher  will 
take  the  first  and  see  what  the  next  is,  he  will  probably  go  on 
to  the  next,  and  so  on.  One  of  the  reasons  why  there  has 
been  no  movement  forward  by  those  who  have  made  this  first 
step,  is  that  there  was  nothing  marked  out  as  a  second  step. 

2.  This  book  will  sliow  the  teacher  how  to  go  forward. 

In  the  preface  the  course  of 

study  usually  pursued  in  our 
best  normal  schools  is  given. 
This  proposes  four  grades; 
third,  second,  first,  and  profes- 
Bioual.  Then,  questions  are 
given  appropriate  for  each  of 
these  grades.  Answers  follow 
each  section.  A  teacher  wiU 
use  the  book  somewhat  as  fol- 
lows :—  If  he  is  in  the  third 
grade  he  will  put  the  questions 
found  in  tliis  nook  concerning 
numbers,  geography,  history, 
grammar,  orthogTaphy,  and 
theory  and  practice  of  teaching 
to  himself  and  get  out  the 
answer.  Having  done  this  lie 
will  go  on  to  the  other  grades 
in  a  similar  manner.  In  this 
way  he  will  know  as  to  his  fit- 
ness to  pass  an  examination  for 


SBND  ALIi  OnDBRS  TO 

E.  L.  KELLOGO  &  CO.,  NEW  YORK  dk  CHICAGO. 


fcF 


English  Literature,  Ist  grade. 
Natural  PhlloBophy,        " 
Algebra,  professional  grade. 
General  History,  profess,  grade, 
'^^ometry,  " 


these  grades.    The  selection  of  questions  is  a  good  one. 

8.  It  proposes  questions  concerning  teaching  itself. 

The  need  of  studying  the  Art  of  Teaching  is  becoming  more 
and  more  apparent.  There  are  questions  that  will  prove  very 
suggestive  and  valuable  ou  the  Theory  and  Practice  of  Educa- 
tion. 

4.  It  is  a  general  review  of  the  common  school  and  higher 
studies. 

Each  department  of  questions  is  followed  by  department  of 
answers  on  same  subject,  each  question  being  numbered,  and 
answer  having  corresponding  number, 

Arithmetic,  3d  grade. 
Geography,  2d  and  3d  gprade. 
U.  8.  History,  2d  and  3d  grade. 
Grammar,  1st,  2d,  and  .Td  grade. 
Orthography  and  Orthoepy  ,3d  grade 
Theory  and  Practice  of  Teaching,    Latin, 

iBt,  2d,  and  3d  grade.  Zoology,  " 

Rhetoric  and  Composition,  2d  grade.    Astronomy,  " 

Physiology,  iBt  and  2d  grade.  Botany,  "  " 

Bookkeeping,  1st  and  2d  grade.  Physios,  "  " 

Civil  Government,  1st  and  2d  grade.   Chemistry,  " 

Physical  Geography,  Ist  grade.  Geology,  " 

6.  It  is  carefully  graded  into  grades  corresponding  to  those 
into  which  teachers  are  usually  classed. 

It  is  important  for  a  teacher  to  know  what  are  appropriate 
questions  to  ask  a  third  grade  teacher,  for  example.  Exam- 
iners of  teachers,  too,  need  to  know  what  are  appropriate 
questions.  In  fact,  to  put  the  examination  of  the  teacher  mto 
a  proper  system  is  most  important. 

6.  Again,  this  book  broadens  the  field,  and  will  advance 
education.  The  second  grade  teacher,  for  example,  is  exam- 
ined in  rhetoric  and  composition,  physiology,  book-keeping, 
and  civil  government,  Hubiects  usually  omitted.  The  teacher 
who  follows  this  book  faithfully  will  become  as  near  as  possi- 
ble a  normal  sc/iooZ  grradwafe.  It  is  really  a  contribution  to 
pedagogic  progress.  It  points  out  to  the  teacher  a  road  to 
professional  fitness.  . 

7.  It  is  a  useful  reference  work  for  every  teacher  and  priv- 
ate library.  ^     ,  ..         . 

Every  teacher  needs  a  book  to  turn  to  for  questions,  for 
example,  a  history  class.  Time  is  precious  ;  he  gives  a  pupil 
the  book  saying,  "  Write  five  of  those  questions  on  the  black- 
board ;  the  class  may  bring  in  answers  to-morrow,"    A  book 


lU 

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BUS  TO 

V  YORK  d  CHICAGO. 

Bstions  is  a  good  one. 
ing  tf^aching  itself. 
Teaching  is  becoming  more 
cstions  that  will  prove  very 
eory  and  Practice  of  Educa- 

;ommon  school  and  higher 

1  followed  by  department  of 
estion  being  numbered,  and 
iber. 

igllsh  Literature,  lat  grade. 

itural  PhlloBophy,        " 

Igebra,  professional  grade. 

Bneral  History,  profess,  grade. 

•lomotry, 

dtln, 

}ology, 

stronomy, 

otany, 

hyslca, 

tiemlstry, 

eolugy, 

ades  corresponding  to  those 
lassed. 

know  what  are  appropriate 
iclier,  for  example.  Exam- 
cnow  what  are  appropriate 
uninationof  the  teacher  into 
it. 

the  field,  and  will  advance 
icher,  for  example,  is  exam- 
n,  physiology,  book-keeping, 
mally  omitted.  The  teacher 
will  become  as  near  as  possi- 
;  is  really  a  contribution  tn 
ut  to  the  teacher  a  road  to 

■  for  every  teacher  and  priv- 

»  turn  to  for  questions,  for 
s  precious  ;  he  gives  a  pupil 
those  questions  on  the  black - 
iswers  to-morrow,"    A  book 


E. 


SSND  ALL  ORDKII8  TO 

L.  KKLL0OO&  CO.,  NEW  YORK  &  CHICAGO. 


made  on  the  l.road  principles  this  is,  has  numerous  uses 

8.  Kxamuiers  of  teachers  will  find  it  OHneciallv  vnh^nhio 
It  represents  the  standard  required  n  New^oSd  the  Fn«; 
Twin  ind'  *»>''-'J'r'°°d,  Ut,  and  stTte  d'pIomVgmde 
UnS  Smes       °^'''  ""  "°""™  "^""'^'^'^  tltrougho^ut  the 

WHAT    IS    SAID    OF    IT. 
which"t**ls^,n?p^.^d*  1l?will*°u);doubl!^"K?e^  *°  *»>« JVn>o«e8  tor 

noss,  which  18  the  Ikhju  iar  quaHt v  o??ho  hnL  ''■'m  *  *'*'  "''ssuggestlvo- 
suggest  others  to  file  teSrau.^  thus  m  ♦*">  'I'M-sMons 

the^ok  she  Is  teaching     Such  ouegtinnin  1  ,,..'V.'''.  *V  "V7  "^l""'''*  "' 

sXoW^'^Vri^o"  ''"''°"'  "  "^'••"-J-  M.'0REKW00D,  Supt. 

l>.v  cxiiralnors  and  examlnpt    and  lead  to  IwVn^  S^LS?V'*5.''"*  *"•■"' 

iM«hMsMste^i^;„*re^,?e.^'2;!rwt"^^^ 

Know  how  to  study  effectively  In  a  S(^!entif1n  sr.irit,  m^,y  ),pTinmLn 
«  hnnw  c"Jif?*°*S»K""'*  to  frenuine  progress  in  «!lf-impr<.vc^tMnt  Iv  suoh 
?„H^  «•  this.  The  questions  are  systcm.itic^nllv  arranged  wortoX  with 
e^"**  ■"'*  "*  accompanied  by  numerous  rinuly^'' of'vartoS^  Sl^ 


-ai 


fiKNO  ALT.  ORDBIUI  TO 

8     E.  L.  KELLOan  <fr  CO.,  NFAV  YORK  A-  CHICAGO. 

The  Journal  of  Education,  (Ifcmtoii)  sBjs;-"It«  iilm  Is  <«>  Iranrpvc 
teiiohcra  to  know  mitl  <io  Ik'IIw-  work  tliroiiKli  iiniiroviiiiout.    It  Ih  ii 

good  book  to  liiivu  1)11  uiiy  t«irliei'» duHk-oiu-  llmt  mil  Ih;  uwd  (iiilikly 
J  hell)  u  tciu!hcr  over  any  tlRht  plm-o.    In  an  examination  of  wvcrii 
hundred  qiiostionH  we  wvv  impressetl  with  the  correctness,  clearnegs,  nnil 
conciseness  ot  the  author." 

The  Indiana  School  Journal,  says :-"  This  Is  one  of  the  itest  hooks  of 
Its  class  we  have  seen.  It  Is  c.refully  Knide.l  and  II  i)roi)erly  uwd  w  11 
bo  11  valuable  aid  for  teachers.  Question  Hooks,  when  useil  as  an  aiil  In 
reviews,  In  addlni?  supplementary  and  test  questions,  are  helpful  and  to 
bo  commended." 

Common  School  Education,  says:-" Those  who  wish  to  advance  In 
knowledKC  and  ability  will  do  well  to  possess  the '  National  Question 
Book.' " 

The  Western  School  Journal,  says  :-'*  The  '  National  Question  Book ' 
nrosents  ouestlons  of  common  sense  character,  and  answers  them  in 
such  clear  and  concise  terms  as  should  dlstlnirulsh  the  examination 
papers  of  our  teachers  and  pupils.  It  Is  far  ahead  of  anything  of  the 
kind  we  have  yet  seen." 

The  Educational  News,  (Phlla.)  says:-" The  'National  Question 
Book  •  will  prove  a  valuable  help  to  touchers  In  preparlni?  their  ques- 
tions for  either  exaniluatlon  or  review.  The  questions  are  judiciously 
selocteil and  searchniK In  their  iharactor.  The  l)oi>k  is  prepared  by  a 
progressive,  practical  teacher,  and  ought  to  meet  with  much  favor. 

The  National  Educator  (Pa.)  says :— "  Every  teacher  In  the  tTnlted 
States  should  have  a  copy  of  the  book." 

The  Educational  Courant  (Ky.)  says :-"  The.  book  is  an  excellent  one. 
and  covers  u  wide  range.  For  review  the  teachei-s  and  pupils  will  find 
it  convenient,  the  former  especially  so." 

The  Mich.  School  Moderator,  says :-"  The '  National  Question  Book ' 
is  more  than  a  mere  question  and  answer  book.  It  seeks  to  guide  to 
correct  pedagogical  principles." 

The  School  Herald  (Chicago)  says :— "  This  volume  is  really  o  contrib- 
ution to  educational  progress.  It  is  a  question  book  and  ,a  good  deal 
more.  It  points  out  to  the  teacher  a  rt)ad  to  protestjional  fitness.  If 
the  volume  were  a  question  book  and  nothing  more,  it  w^ould  deserve 
well,  for  it  has  superior  merits  as  a  question  book." 

The  Journal  of  Education  (La.)  says  :--"l8  full  of  useful  information. 
loKleally  arranged,  and  the  plan  unfoldeO  with  good  judgment.  A 
course  of  study  is  proposed,  such  as  is  followed  In  our  best  normal 
schoolSt" 

Canada  School  Journal,  says:-" The  proper  use  of  these  questions 
and  answers  will  bo  of  service  to  the  student  preparing  to  teach,  and 
the  teacher  in  his  diUly  work.  The  questions  seem  well  selected  and  the 
answers  clear  and  explicit " 

AGENTS  WANTED. 

Thousands  of  copies  of  this  useful  book  have  been  sold  by 
agents  in  all  parts  of  the  country.  One  live  teacher  in 
Michigan  lias  sold  nearly  800  copies  in  five  months.  At  our 
liberal  terms,  there  need  not  be  the  slightest  doubt  of  succesa 
Write  for  terms  and  territory. 


■J 


""J, 


(1 
CJ.) 
tion 
tlire 
whe 
the 
Its! 
taHt< 
uab] 
was 

Ohi 

itisl 
Phi 

progi 
Edi 

a  knc 
Pes 

Norn 


■'■^ 


lUI  TO 

YOHK  A-  CHICAGO. 


lys;— "It«  nim  Is  <<>  Improve 
iroiiuli  iiiipnivi'iiu'Ut.  It  Ih  ii 
-Olio  timt  I'liii  Ih-  u«'d  (iiilckly 
n  an  oxiimlnntlon  of  wvcriil 
the  correctness,  eleurnegs,  nnd 

liis  Is  one  of  the  Itest  books  of 
lied,  iin<l  if  i)roi)erly  iim'<l  will 
Hooks,  when  use<l  lis  nn  tiid  In 
t  questions,  are  helpful  and  to 

lose  who  wish  to  advance  In 
ossess  the  '  National  Question 

riie  '  National  Question  nook ' 

jracter,  and  answere  them  in 

digtiniruish  the  examination 

far  ahead  of  anything  of  the 

i:— "The  'National  Question 
hers  in  prc'parlni?  their  ques- 
Tho  questions  are  judiciously 
.  The  lH)«k  is  prer)areil  by  a 
;  to  meet  with  much  favor." 
'  Every  teacher  in  the  United 

"  The  book  Is  an  excellent  one, 
!  teachei-8  and  pupils  will  find 

rhe  '  National  Question  Book ' 
r  book.    It  seeks  to  ifuldo  to 

'his  volume  is  really  a  contrih- 
uostion  book  and  a  nood  deal 
ad  to  profesiional  fltncss.  If 
othinK  more,  it  would  deserve 
;ion  book." 

"Is  full  of  useful  Information, 
ded  with  ffood  Judcrmcnt.  A 
I  followed  in  our  best  normal 

proper  use  of  these  questions 
udent  preparing  to  teach,  and 
;ions  seem  wcU  selected  and  the 


lNTED. 

(ful  book  have  been  sold  by 
;ry.  One  live  teacher  in 
ies  in  five  months.  At  our 
i  slightest  doubt  of  success. 


-,    _     „_  S""!*  ALt,  onDERB  TO 

_f^I-^ELLOOO  &  CO.,  NEW  YORK  A  CHICAGO.      9 

Tavne's  Lectures  on   the  Science  and 

Stion  in  rhi'p    '•"f™^"'- »f  the  Science  and  Art  of  EI,: 
cation  m  the  ColleKe  of  PrecentorH,   London.  EnL'land 
With  portrait.     l«mo,  350  pp.,  fenRliah  cloth  \vitl.Lmi 

i'cent's'aa''"^/  ^^'T  = '''  h'^^t^^^^^^^ ^< 
I  cents  extra.     Ekgant  new  edition  from  uew  plates. 

Teachers  who  are  seeking  to 
know  tlienrincit)les  of  education 
will  find  them  clearlv  sot  forth  in 
this  volume.  It  must  bo  remem- 
beretl  that  i)rinciples  are  the  basis 
upon  which  all  methods  of  teach- 
ing must  be  founded.  So  valu- 
able IS  this  Imok  that  if  a  teacher 
were  to  decide  to  own  but  three 
works  on  education,  this  would 
be  one  of  them.  This  edition 
contains  all  of  Mr.  Payne's  writ- 
mga  that  arc  in.  any  other  Ameri- 
can abridged  ulition,  and  is  the 
only  one  leith  hi.s  jmrimit.  It  is 
far  superior  tc  any  other  edition 

T  „  published. 

Joseph  Payots. 

/^  ^  m..    ^"^  "^"'^  Edition  is  thf  best. 

r>  ^  Thl      ^'^■ti*^^-   These  give  the  contents  of  tiie  page 

o  J?noi^Srit*'^  n'W^*"''"'  ^"i*''  •■^'^^«°*^«  t«  the  e^t 
iionm  pomts  in  it.  (i.)  The  general  analys  s  pointing  out  the 
tliree  great  principles  found  at  the  beginning  (4  )  The  hidex 
where,  under  sucfi  heads  as  Teaching,  Edumtior^  The  CWld' 
the  important  utterances  of  Mr.  Pa^e  arnet  Sh  i  ? 
tasteful  ^infc'  \T  f*^"'  H""  P^P^'  ^^^^  prlss-work  in  j 

uable  I  ooW  T^  J^}°^  ,wt  '*^^*i"'«'«  '"«1^«  "»«  a  most  val- 
uable book.  To  obtain  aU  these  features  in  one  edition  it 
was  found  necessary  to  get  out  this  new  edition  ' 

it?s^n°tfn*^??te\l5f?^t"y--""'l°e«°ot  deal  with  shadowy  theories: 

pr^JllllfJi'ii'acffrT"''"'  Kew«,-"Ought  to  be  in  library  of  every 

a»«f?« 

N??S.?S^W£  inTl*»«*««  ™"  ^"'^  to 


BENI>  AM.  OUDKIW  TO 

10     E.  L.  KELLOaa  &  CO.,  NEW  YOliK  A'  <' HICA<]0. 


k 


I  v; 

I 


1   Kl 


City.-"!  rctf»r<>  Pay  no  iw  tho 
L'OO.oOo  copies  could  bo  put  Into  tlio 


Weit  yirginU  Sohool  Journal.-"  EHiwclally  pUmimmI  with  th<i  nppoar- 
ancc  of  tliiH  \:iliimo. 

Educational  Courant.-"  Deals  with  prliutploH  rather  than  metliixlH." 

Albany  Evening  Journal.— "Tomhei-H  who  arc  seulilnK  tho  principles 
of  oduention  will  finil  them  net  forth  here." 

American  Journal  of  Education.-"  Duifht  to  iw  read  by  tho  gchooi 
oHlcors  of  every  diHtrii't." 

Philadelphia  Teacher.-"  By  following  which  tho  toiuhcr  may  Iwcorar 
■uccesHful." 

Bupt.  J,  M.  Greenwood,  Kaniai 
Horace  Mann  of  Knglnnd.    I  wish  !.'0< 
bundH  of  t«acher«." 

Ool.  F.  W.  Parker.-"  Ono  of  tho  tKiolts  I  rocommend  nil  ray  pupils  to 
buy,  nwl,  and  study.  I  use  it  in  my  Professional  Training  (Tass  us  a 
text-book." 

W.  W.  Speer,  Cook  Co.  Monnai  Sohool.  111.-"  I  was  Instrumental  In 
dlstrlbutinK  several  buudrotl  i,t  these  lectures  wihllo  Bupt.  of  Mar- 
shall,  County,  Iowa. 

A.  J.  Eickoff,  Late  Bupt.  of  Yonkeri  SohooU,-' These  locturos 
squanOy  advocate  the  bent  and  most  advanced  doctrines  of  education. 
You  have  placed  tho  teachers  under  obliKation  by  publishing  them. 

Jas.  McAllister,  Snpt.  Philadelphia  Public  8chooli.-"I  consider  It 
as  one  of  tho  most  valuable  books  on  education.' 

D.  1.  Keihle,  Sunt,  of  Schools,  Minnesota.-"  One  of  the  best  books 
on  tho  Science  of  Kducation." 

Tennessee  Journal  of  Education.-"  This  Arm  is  doing  a  grand  thing 
In  publisihliig  this  book." 

Canada  Educational  Monthly.-"  No  t«aoher  who  aims  to  be  pro- 
gnisslve  Hhoiild  fall  to  master  Its  contents." 

Normal  Advocate.-"  Should  be  In  tho  hands  of  every  one  who  pre- 
sumes t<)  aid  In  shaping  an  Immortal  mind." 

Philadelphia  ledger.—"  A  volume  worth  Its  weight  In  certiflcatos  to 
any  teacher." 

Boston  Journal  of  Education.-"  Mr.  Payne  ranks  among  the  best 
educators  of  modern  times  and  the  work  should  be  in  tho  library  of 
every  teacher." 

Boston  Advertiser.—"  Those  who  would  like  to  see  a  change  in  our 
mechanical  method,  will  welcome  this  book." 

Springfield  Bepublioan.— "  will  prove  a  valuable  addition  to  tho 
library  of  progressive  teachers." 

Independent.-"  'Che  new  method  is  raoro  clearly  stated  In  this  volume 
than  luaoy  other  volume  of  equal  compass." 


FOR  READING  CIRCLES. 

"  Payne's  Lectures  "  is  pre-eminently  the  book  for  Reading 
Circles.  It  has  already  been  adopted  by  the  New  York,  Ohio, 
Philadelphia,  New  Jersey,  Illinois,  Colorado,  and  Chautauqua 
Circles,  besides  many  in  counties  and  cities.  Remember  that 
ovr  edition  is  far  superior  to  any  other  published. 


E 


Te 
is  mi 
1. 

ing. 

novo 

pu^i 

ofter 
tile  H 

8. 
wish 
It  Ki 
desk, 
The  ( 
metli 
unlet 
thert 
into  I 
inp,  1 
exist 
Ihet 
ingv 
ship, 
iictiv 

4. 
the  i 
teacli 
to  o 
iitten 
toacli 
lire  < 
inves 
lieen 

.5.  ' 
is  nol 
prodi 


*  TO 

YOUKA'iHlCAOO. 


I 


BSNn  ALL  OHDIIW  TO 

E.  L.  KELLOGG  <fr  CO.,  NEW  YOliK  A-  CIIIVAGO.     1 1 


(ally  plriisiMl  witli  th<i  iipponr- 

ulpi™  rather  than  niftlHxlH." 
'ho  iiroMockinK  tbo  |)rlnt'i|ile8 

(fht  to  »K)  read  by  tho  ochnol 

rhich  tho  tciK'hcr  raiiy  Iwcorae 

'.—"I  roKiu^l  I'liyno  iis  tho 
I  uopiea  could  be  put  Into  tho 

I  rocommotul  nil  ray  pupils  to 
ifcsBloiitil  Tniining  (lasH  us  a 

111.—"  1  wns  iD8truii>outal  In 
)cturo8  w<bllo  Hupt.  of  Mar- 
's SohooU,—"' These  lectures 
need  doctrines  of  education, 
ition  by  publiahinir  them." 
iblio  Bchooli.— "  I  consider  it 
ntlon.''^ 
Ota.— "One  of  the  beat  books 

lis  Arm  Is  doing  a  grand  thing 

booeher  who  aims  to  be  pro- 

II 

hands  of  every  one  who  pr«- 

1." 

th  Its  weight  In  certificates  to 

ayne  ranks  among  the  best 
c  should  be  in  tho  library  of 

[1  nke  to  see  a  change  In  our 

Ik." 

i  a  valuable  addition  to  the 

«  clearly  stated  in  this  volume 

98." 


CIRCLES. 

itly  THE  book  for  Reading 
d  by  the  New  York,  Ohio, 
Colorado,  and  Chautauqua 
id  cities.  Remember  that 
other  piMished. 


Shaw  and  Donncll's  Scb(X)l  Devices, 

"School  Dcvicew."    A  book  of  wayH  and  HiiKKcstioiiH  for 
tcachcrH.  Hy  Edward  R.  Sii  a  w  and  Wkbb  Donneix,  of  the 
High  .School  at  YonkerH,  N.  Y.    liluHtrutt'd.     Dark-blue 
cloth  binding,  Rold,  l«mo.  224  p|>.    Price,  ♦1.25  ;  to  teach- 
ers, fl.OO  ;  by  mail,  0  cents  extra. 
l^TA    BOOK    OF    "WAYS"    FOR    TEACHERS.  .y^J 
Teaching  in  an  art ;  there  are  *'  ways  to  do  it."    TIuh  Uxik 
is  made  to  point  out  "  ways,"  and  tolu'lp  bv  HuggestioiiH. 

1.  It  givcH  "  ways  "  for  teaching  Liingiiagi',  (iranmiari  Head- 
ing, Spelling,  (Jeography,  etc.  These  are  in  ninnv  ras«'s 
novel ;  they  are  designed  to  hel])  attract  the  attention  of  the 
pupil. 

2.  Tho  "  ways"  given  are  not  the  questionablo  "  ways"  so 
often  seen  practiced  in  school-rooms,  but  are  in  accord  with 
the  spirit  of  modem  educational  ideas. 

8.  This  book  will  afford  practical  assistance  to  teachers  who 
wish  to  keep  their  work  from  degeneratim;  into  mere  routine. 
It  gives  them,  in  convenient  form  for  constant  um  at  tho 
desk,  a  multitude  of  new  ways  in  which  to  present  old  truths. 
The  great  enemy  of  the  teacher  is  want  of  interest.  Their 
methods  do  not  attract  attention.  There  is  no  tcacliing 
unless  there  is  attention.  The  teacher  is  too  apt  to  think 
there  is  but  one  "way  "of  teaching  8i)elUng ;  he  thus  falls 
into  a  rut.  Now  there  are  many  "  ways  "  of  teacliing  spell- 
ing, and  some  "  ways  "  are  better  than  others.  Variety  nmst 
txist  in  the  school-room  ;  the  authors  of  this  volume  (leserve 
the  thanks  of  the  teachers  for  pointing  out  methods  of  ohtain- 
ing  variety  without  sacrificing  the  great  end  sought— scholar- 
ship. New  "ways"  induce  greater  effort,  and  renewal  of 
activity. 

4.  The  book  gives  the  result  of  large  actual  experience  in 
the  school-room,  and  will  meet  the  needs  of  thousands  of 
teachers,  by  placing  at  their  command  tliat  for  which  visits 
to  other  schools  are  made,  institutes  and  associations 
iittended,  viz.,  new  ideas  and  fresh  and  forceful  ways  of 
teaching.  The  devices  given  under  Drawing  and  Physiology 
lire  of  an  eminently  i)ractical  nature,  and  cannot  fail  to 
invest  these  subjects  with  new  interest.  The  attempt  has 
lieen  made  to  present  only  devices  of  a  practical  character 

5.  The  book  suggests  "  ways  "  to  make  teaching  effective  ;  it 
IS  not  simply  a  book  of  new  "  ways,"  but  of  "  waya"  that  will 
produce  good  results. 


12 


WHNI)  AM,  OIIDriw  TO 


A 


"W       -.  WHAT    IT    CONTAINS. 

Boat  Work.    '    1(1  (Irwt,  I'liiiiit..!.  ..r.  J  .  "Miri-lilc    till'   f^c  UK)  .  icpdiii 

L<w«,n  -W.^.kly  I'Ci.V nru„„  /'^^  m'.^,,L' '    ';■"»"•'•  *^"''l-  A  1,1.11k,  u„, 


VVrltlnu  ( It 

lion    Wonl  ituvtlniii 

tl<.n  from  I'l.tim.M    k-mn  i,„. 

;';^:^i!ri^uv;;;rj5.!;;^ir£i  »"?••'"- 

|..ml    o.^-('hanu.to,•HkH.'l',;«-  I  1  ,X,^rH:X'f'' '.'^ 

^ sf.'ir''''""  '""""'vt'  MooV '  w ml  «m '  •  'I'r  aV.'./,  '.;.' ; '""Jnf ''""•'  ''"<f^' 

— niirimiiH'o.  •■uniiiiu  "in- niutU'r  fdni  Tuik  on  Words 

tlo^r'  to  hunt  ,.ach  n.orniUK  for  u  ,^:/.:!;"Hilc..tll.l'^.,','S.,':,'';,',t!.'-.: 

Academy  JH  a  t..„c-luT  of    n,r;X'i;'.^^^^^^^ 

a  Kreat  variety  of  HuggeHtionJ  S'-^^ai;^  {^ij  ^Vt^'Ti;:! 

t<.?KTlH^?,'!.rtei;r::i«J"«t«h''  l.o<.k  f.,..  ...,y  toaCor  who  wl«ho« 
Wuctional  Journal.-"  It  contains  many  valuahio  hint.." 

tjoC^^-ftO*  Educational  Monthly.-"  Vu.ua.Ho  advice  and  „«,f u.  .u.k..- 
ill?™f/iv'uttfdTe'.S[P'-'"*''"' '-"-- 1"" -«y  to  „,a„„^  ,«  ^ „v. 
8*t^,??r,?n^'i;:;a!f,!l-;V^^^^^^^  "^  vmuaWo  „,„.«„«. 

tcl?g??rf,\T.?;r?.'!?'"'"--"«''""'"  "'^^-"Py  an  honoml  place  in  ove-v 
Ed.  Courant.-"  It  will  help  the  teacher  p^atly." 

7  Ma  vmagt  Bolmoli  -"  Cannot  fail  to  be  serviceable." 


Ml 

CO 
of 
ini 
ox 
of 
of 
w 


H  TO 

AIN8. 

'■"I'liy    WlNlliiiK-IUmillMK 

l<llllillllNlll|h     I'lTHIMIHl 
ll*    till'    hclliiiil.Ki.,,!,, 


— •    "  "iiin 

rm  w'hvllonnf  Il|l,|oII..|iil- 
li<;  I-r<iniiiu:lutloii  „f  ,iim- 
•iiiK'cl  liy  thowi  wild  uro 
wlwtl<«i  f.,r  w.|,„,,l  ,1,.",,. 

High  Hcliool,   iH  well 
111)  Enwt  MiicliiiiN  (Afo  ) 

tlu'yiinvoj.ut  toKotlicr 
mot  fuil  to  lit)  of  real 

Mry  U'liclior  who  wishes 
iiliinlilo  hliitw." 

self  lit  onto  by  tho  mim- 
iliiHtry.  una  inteii'st," 
'111  fliHl  it  It  helpful  and 

•Ivlco  and  iisefui  su^koh- 
rray  to  munagro  Ih  m>  cU- 
mt  of  vnluaWo  reaiMnjf. 
honorod  place  In  evoiy 
ly." 

larRf)  experience." 
to  be  serviceable." 


MKNII   AI.I.  OKHBIIH  TO  .,,„  .^, 

K.  L.  KKLLOUO  A  CO.,  ^^;^^•  Yoiif^±r'mcA<fo. 


13 


P.jrlWx  Til  Iks  on  reaching. 


"NoteHot  '"iKlkKon  TeadiiuK"  K/vrn  1^-  V'^'i/'V'oili'n^' 
of  S.     W.Vort.Ml  by  I.Ki.iA  E.  l>ATUinuK      H.|nnro    Jlmo. 
Tl!  ;:. etl  ..  H of  tead.l.^  ..n.,.l...v.-l  in  tho  .rU.A.  of  C^u  n.y 

,nKI'r.nci.U'H.    J'  "•\''  ^' /X;^  t.mh  thun.    In  th.)  miimner 
oxplain  whu  In-  hud  hiH  t<  ache  rrt  it  ^  ,.„„rHo 

wi,ioict~  .;  Tho  hook   hecamo  faiiiouH ; 

mom  copies  wcif  hoUI  of  it  in 
tlio  Hamo  time  than  of  any 
other  educational  hook  what- 
ever. Tilt)  dailv  iiaperH,  winch 
iiHually  pass  by  wuli  books 
witli  a  mere  mention,  (jevoted 
coluninH  to  reviewH  of  it. 

Tlio  followinfi  pomtrt  will 
show  why  tlio  teacher  will 
want  tiiiH  book, 

1.  It  explains  tho  "New 
Methods."  There  is  a  widn 
culf  between  tlie  new  and  tho 
old  education.  I'^ven  Kchool 
boards  understaiul  this. 

2.  It  Rives  tho  underlyinB 
principles  of  education.  For  it 

must  be  remembered  that  Col.  l^arker  is  not  expoundmg  his 

luiman  race.  Pnrker     This  will  help  the 

5.  It  has  been  adopted  by  nearly  every  btato  Keaamg  ^.iroie. 


iV  - 


i 


HEND  ALL.  ORDERS  TU 

14      E.  L.  KELLOGG  &  CO.,  NEW  YORK  tfc  CHICAGO. 


Tho  Indiana  State  Reading  Circle  alone  have  ord*  rotl  1500 
copies.  Besides  this,  many  County  Reading  Circles  have 
adopted  it. 

6.  The  new  methods  placed  "the  Quincy  schools  from 
twelve  to  twenty-five  per  cent,  above  tho  average  of  the  towns 
m  the  same  county."  (This  county  is  Norfolk— the  one  tliat 
Boston  is  in.)  Tins  is  the  statement  of  George  A.  Walton,  of 
the  Massachusetts  Board  of  Education. 

7.  The  Quincy  methods  (according  to  Mr.  George  A.  Wal- 
ton) are  adopted  wherever  they  are  known,  and  where  the 
teachers  have  the  skill  and  permission  to  employ  them. 

8.  This  book  has  created  more  interest  in  Europe  than  any 
other  American  book  on  education. 

Normal  Teacher.  (Ind.)— "  Probably  no  volume  will  attract  tho  atten- 
tion of  tho  teachers  of  this  country  so  much  as  this." 

Jonmal  of  Education  (Va.)— "No  teacher  can  read  it  without  receiv- 
ingr  fresh  ideas." 

The  New  England  Journal  of  Education  (July  12,  '8.3),  publishe<l 
a  page  criticism  l.y  I'rof.  I'uvnc.  VVlicii  this  met  tho  cyr  of  Kev.  A  D 
ri°?*?'n°"''\V*,  ^''*^'^'^".'"'''''"'^7"*°t^'oP'»'<csof  fervid  approval  and 
that  Intiuentlal  paper  became  the  friend  of  the  New  Education.  "  Wo 
recommend  tho  book  to  every  teacher." 

New  Yoii  Teachera'  Companion.— "The  Colonel  is  a  warrior:  his 
battle  cry  is  freedom  of  the  tea<!hors  from  ruts,  rust,  routine,  and 
servile  imitation."  ' 

Philadelphia  Teacher,-"  His  greatness  consists  in  his  courageous 
application  ot  the  truth." 

Chicago  Advance— "They  (the  'talks')  will  be  very  helpful  to 
teachers."  ■!         f         ^ 

Chicago  Evening  Journal.-"  They  constitute  tho  best,  most  comp.  c- 
hcnsive,  and  authoritative  presentation  of  the  Quincy  schools." 
Chicago  Daily  News.— "  Valuable  materials  for  thought  and  study. ' 
Burlington    Hawkeye.-"Wc  are  pleased  with  the  common  sense 
n   '■*'^,V'*"'^'"^°^ss  ot  any  principle  laid  down  and  methods  recom- 

Boston  Commonwealth.—"  Are  of  interest  to  all  teachers." 

is  ^'f  t'^Jreo  to^act  "'''^'^^''  '^'^^  ^^^^°^  ^^ilch  the  intelligence  of  the  teacher 

New  York  Tribune.-"  Suggestive  to  instructors.  Tho  clear  direc- 
'i?Mt*''^4.?°J'"^l"?  the  methods  so  brilliantly  inaugurated  at  Quincy 
wlilboofiatcrest*oaUstudcntsof  pedagogy.'*  nj'""i.o' 

Philadelphia  ledger.— "  Francis  W.  Parker  holds  what  in  some  re- 
gards, is  even  a  higher  place  than  that  of  the  Chief  Bxeouti ve,  the  great- 
est teacher  and  organizer  of  tho  common  schools  that  this  cou  ntry  now 
possesses."    (From  a  long  review.)  j  """ 

Philadelphia  Eecqrd.—  'nia  talk  is  informal  by  knowledge;  and  his 
knowledge  is  booked  by  experience." 

The  Moderator.  'Miohigan.)-Tnspitoof  all  that  has  been  published 
they  coni,tituto  tho  best  proeoutatipn  of  the  Quiucy  method." 


I. 


» 


'  llfc-ti&'JeSs*  •''i 


^' 


CHICAGO. 

'■  or(]«  rod  1500 
f   Circles  liave 

schools  from 
56  of  the  towns 
— the  one  tlmt 
A.  Walton,  of 

eorge  A.  Wal- 
ind  where  the 
ly  them, 
rope  than  any 

ittmct  the  attcn- 

;  without  recelv- 

,  '83),  piiblishwl 
>'-  of  Kev.  A.  1). 
id  approval  aii(l 
iucation.     "  Wo 

?  a  warrior;  his 
i8t,  routine,  and 

his  courageous 

rory  helpful  to 

3t,  raostcomp.o- 
cnools." 

ight  and  study.'' 
)  common  sense 
methods  recom- 

lers." 

oe  of  the  teacher 

Pho  clear  direc- 
rated  at  Quincy 

hat  in  some  ro- 
utive,  the  great- 
lis country  now 

wledgo;  and  his 

been  published 
lod." 


r  L  KELLOGG  &  C0^^__^ T^one  in  tW8 

Detroit  rree^'«l?uave  to  spare,  but  ^^^^. 

lined  bore  (Washington  T^.C.)^^]^  ^^^  ,.rincu.l- 


A88t.  Bupt.  i»«^-u,7i  V.":?^  If  much-needed  rcioiu.^  - 

^""^Z  'i  ASheldon,  f>^^^*Spf  ul^"  "  The  book  is  very 

interesting,  and  tun  oi  ualtiniorp' sa>  8 .  f,,,,  of 

CityBupt.Henry  Ai>?J^;Jn.endit.''  ._»The  work  Is  fuU  of 

8U«y«t*i.ns;  I  stronMy  Cincinnati,  says- 

ntv  Supt.  lonn  "  „o._"Parlier  is  doing  B» 

gug^yi7e  ideas."     _„_,.nd,  Chicago,  says  •-   !» 
cfty.8upt.  George  Howland,  _..j^^,udoanicantomake 

^£te8«S^^iJlaS»^-fX..-"T-n.ndittoa.^^ 

"^iiS^»^^^;adlng  charact^nsuc  . 

%S  i  a?^^''"^^''^""''    '   r  .ormal  School,  says-.-I  an. 


^■ 


r-st-' 


16 


BEND  ALL  ORDERS  TO 

E.  L.  KELLOGG  <fc  CO.,  NEW  YORK  <&  CHICAGO. 


Vatrid^e's  " Quincy  [Methods': 

The  "Quincy  Methods,"  illustrated;  Pen  photographs  from 
the  Quincy  schools.    By  Lell\  E.  Patridge.    Illustrated 
with  a  number  of  engravings,  and  two  colored  plates. 
Blue  cloth,  gilt,  12mo,  680  pp.    Price,  |1.75  ;  to  teachers, 
$1.40  ;  by  mail,  13  cents  extra. 
When  the  schools  of  Quincy,  Mass.,  became  so  famous 
under  the  supermtendence  of  Col.  Fi-ancis  W.  Parker,  thou- 
sands of  teacliers  visited  them.    Quincy  became  a  sort  ot 
educational  Mecca,"  to  the  disgust  of  the  routinists,  whose 
schools  were  passed  by.     Those   who   went  to  study   the 
methods  pursued  there  were  called  on  to  tell  what  they  had 
seen.    Miss  Patridge  was  one  of  those  who  visited  the  schools 
of  Quincy;  in  the  Pennsylvania  Institutes  (many  of  which 
she  conducted),  she  found  the  teachers  were  never  tired  of 
being  told  how  things  were  done  in  Quincy.    She  revisited 
the  schools  several  times,  and  wrote  down  what  she  saw  ;  then 
the  book  was  made. 

1.  This  book  presents  the  actual  practice  in  the  schools  of 
Quincy.    It  is  composed  of  "  pen  photographs." 

2.  It  gives  abundant  reasons  for  the  great  stir  produced  by 
the  two  words  "  Quincy  Methods."  There  are  reasons  for  the 
discussion  that  has  been  gomg  on  among  the  teachers  of  late 

3.  It  gives  an  insight  to  principles  underlying  real  educa- 
tion as  distinguished  from  book  learning.       ^    ^    "^ 

4.  It  shows  the  teacher  not  only  what  to  do,  but  gives  the 
way  in  which  to  do  it.  >         b 

5.  It  impresses  one  with  the  spirit  of  the  Quincy  schools. 
«.  It  shows  the  teacher  how  to  create  an  atmosphere  of  hao- 

piness,  of  busy  work,  and  of  progress.  ^ 

7.  It  shows  the  teacher  how  not  to  waste  her  time  in  worrv- 
ing  o%er  disorder.  worry 

8.  It  tells  how  to  tieat  pupils  with  courtesy,  and  get  cour- 
tesy back  again.  * 

9.  It  presents  four  years  of  work,  considering  Number. 
Color,  Direction,  Dimension,  Botany,  Minerals,  Form,  Lan- 
guage, Writing,  Pictures,  Modelling,  Drawing,  Siii^, 
Geography,  Zoology,  etc.,  etc.  *'      ""^B^uj?. 

..t^^'  J^^^T'fF^.  ^^^  P?.^«'.^5  «•  ''»''ge  '^k  devoted  to  the  realities 
of  school  ife,  in  realistic  descriptive  language.  It  is  plain, 
real,  not  ai>struse  and  uninteresting.  *'       » 

„ril"HK  ^p'''!  ?"  i.nsiffht  into  real  education,  the  education 
urged  by  Pestalozzi,  Froebel,  Mann,  Page,  Parker,  etc. 


1 


.*»*-..-.- 


L 


RK  &  CHICAGO. 


-^\ 


ids!' 


en  photographs  from 

TRiDGE.    Illustrated 

two  colored  plates. 

1, 11.75  ;  to  teachers, 

became  so  famous 
:is  W.  Parker,  thou- 
y  became  a  sort  of 
he  routinipts,  whose 
went  to  study   the 

tell  what  they  had 
o  visited  the  schools 
tes  (many  of  which 
ivere  never  tired  of 
incy.  She  revisited 
what  she  saw  ;  then 

:e  in  the  schools  of 

iphs." 

at  stir  produced  by 

?  are  reasons  for  the 

the  teachers  of  late 

lerlying  real  educa- 

0  do,  but  gives  the 

the  Quincy  schools. 

1  atmosphere  of  hap- 

3  her  time  in  worry- 

tesy,  and  get  cour- 

nsidering  Number, 
nerals,  Form,  Lan- 
Drawing,    Singing, 

oted  to  the  realities 
juage.    It  is  plain, 

tion,  the  education 
Parker,  etc. 


"V^exe.upUfle.B  the  *«^^S°*be  tm.-b^^^^^^^^  ^e 
..Talks  on  Teaching.  1^  ^^f^^  u^J.  SeSSg V that 
;uS^:f  Sb^fi-d^jand^^^^^^  riad  this 

Practical  Teadi";-  ^^^^  ^^,y  of  t^e  Quincy  method  w        ^^^^^ 
^ell."   ».  C.  Teacber  .^  ^  ^^g^t  to  ^  f  J^'^JJi  ?„,  the  prim- 

'-^^?."'So  ntSgence:-;iHs^rea»^^^^^^^  ,„  ,,^  ^^ 

Ubrary.  »^'*g°J^ert'  V«t«^y  "rrri^  hook  explains  the  underiy- 
ary  teacher. '  Te»«^?"  'J  ,jrnal :-" The  hoof.f.^Pp^tridge  bas  done 
ume."   ^''""I^tw  JouiialofEdueation:- M^^^^^  „,  good 

^g  principles.     8. y^J"^  j  ^i^^a  8«^»°^  ^J^JL'^^i  without  recelv- 
the  work  exceUently  wen.  teacher  can  rc"!  «  V     ..  ^,^,,8  book 

Suggestions."   'f- Kf/Jestlons."    ^a.  Scbcoljou^a^:- JSfcr  wlU 
tag  ideaa  and  helptul  «>««  ^cr :-"  Every  P;°f -^^T  q^^  county 

ha8aml»^.on."   Nat.  (Pa.^*     ^^,^„„y  „tber  P^^^^^u^lTa  revolu- 
get  more  benefit  from  It  tna  ^,^,,^^^  ''*"/ir","  of  Parker." 

«on."  Ed.  C0«»«^^;^^i^a ..-"By  for  «>«  Tn  ,'"£«»  1«''««'"*  ***! 
Wis.  Journal  of  Educauon  j^^^^al--""  '/„7"^de  teachers,  and 
.New  Education.'    Dl.W!no  ^^^^^^  ^'''^I^outo  examine." 

fullest,  richest,  and  most  sugg      ^^^  ^„         ^^T^  Va.  School 

also  for  supe'^'^^"? °^vWy  t««'=^«"  '*'°"^*^  '^^reireshing  draughts 
HormalEx^nent-Jve^y  l^ne^^^^^ 

'.Tt^'d;aw"NMladelpM^^^^^^^^^ 

Uterature."    B.  8.  T5j^„ 
teacher  to  Qulncy  Methods. 


/ 


■^'       -J 


B 


111 


^i\ 


BIND  AUi  ORDKIM  TO 

18     E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 


Tate's  Thilosopby  of  Education. 

The  Philosophy  of  Education.  By  T.  Tate.  Revised  and 
Annotated  by  E.  E.  Sheib,  Ph.D.,  Principal  of  the  Louis- 
iana State  Normal  School.  Unique  cloth  binding,  laid 
paper,  331  pp.  Price,  |1.50 ;  to  teachers,  $1.20 ;  by  mail,  7 
cents  extra. 

Thereare  few  books  that  deal  with  the  Science  of  Educa- 
tion. This  volume  is  the  work  of  a  man  who  said  there  were 
preat  prmciples  at  the  bottom  of  the  work  of  the  despised 
fichoolmaster.  It  has  set  many  a  teacher  to  thinkinj?,  and  in 
its  new  form  will  set  many  more. 

Our  edition  will  be  found  far  superior  to  any  other  in  every 
respect.  Tlie  annotations  of  Mr.  Sheib  are  invaluable.  The 
more  important  part  of  the  book  are  emphasized  by  leading 
the  type.  The  type  is  clear,  the  size  convenient,  and  print^ 
mg,  paper,  and  binding  are  most  excellent. 

'^f'.fW'jrickso  long  superintendent  of  the  Boston  schools  hold  this 
work  in  Injfn  (wtoein. 

Col.  P.  W.  Parker  strongly  recommends  it. 

/<>,»•  MapAllster,  Sunt.  Public  Schools,  Pliiladelnhiiv,  says :  -"  It  Is  on« 
of  tlio  first  books  which  a  teacher  deserves  of  unacretanding  the  scien- 
tiflc  principles  on  which  his  work  rests  should  study." 

S.  A.  Ellis,  Supt.  of  Schools,  ItochesterN.  Y.  says:— "As  a  pointed  and 
Judiclousstatenieiitof  principles  it  has  no  superior."  'u«,uuna 

Thof  H.  Balliet,^  S"pt.  of  Schools^  Heading.  Pa.,  says :-"  The  work 
18  a    1  .  n  I'VlucHtion." 

J.  A        aenwood,  Supt.  Schools,  Kansas  City,  says :-"  I  wish  every 

thoughrf-lly'" """"''  °^       "  *'°P*'  """^  "°"'°  ^^^  "  carefully  and 

n^*SJ"  ^'  A-  .Sheldon,  Oswego  Normal  Schools,  saj's :—"  For  more 
than  ao  years  it  has  been  our  text-book  in  this  subject  and  I  know  of  no 
other  book  so  good  for  the  purpose."  «uu  x  kuuw  oi  no 

»f*TJ4?*Pi°'"*  S**.^*?.' *••";" -^  new  generation  of  thinkers  will  welcome 
trat^  ""'  ^        ^  *'"'  ^^^^  °*  ^"^^  which  It  lllu^ 

S,  W.  Jonrnalof  Education.— "It  deals  with  fundamental  nrincinles 
and  shows  how  the  best  educational  practice  comes  from  them  " 

thoSghtfuf teacw'™!^^  ^°^  *""  '"""^  ^°  ^^^^  *°  ^^'^^  "«*««">  ^y 

worS"*"*'  ^*'»<'*t<*'— "^««  l°ng  held  a  high  place  among  educational 
niinoii  School  Journal.— "It  abounds  in  goo<1  things." 

Philadelphia  Eecord.—"  Has  been  ranked  among  educational  claasica 
for  more  tTmn  a  quarter  of  a  century."  ■»»»"> 

Educational  News.—"  Tate  was*  the  first  to  give  us  the  maxims  from 
the  '  known  to  the  unknown  '  etc,"  *iv.ui 


s 


RK  &  CHICAGO. 

ation. 

Tate.  Revised  and 
:incipal  of  the  Louis- 
3  cloth  binding,  laid 
era,  $1.20 ;  by  mail,  7 

le  Science  of  Educa- 
who  said  there  were 
pork  of  the  despised 
r  to  thinking,  and  in 

to  any  other  in  every 
ire  invaluable.  The 
aphasized  by  leading 
nvenient,  and  print- 
it. 

Soston  schools  hold  this 


Blphla,  says :— "  It  Is  ona 
iidui-Htanding  tho  scien- 
udy." 

ays :— "  As  a  pointed  and 
ior." 

Pa.,  says :— "  The  work 

',  says :— "  I  wish  every 
d  read  it  carefully  and 

3ols,  saj'B :—"  For  more 
ibject  and  I  know  of  no 

'  thinkers  will  welcome 
jf  labor  which  it  illus- 

'undamental  principles 
aes  from  them." 

aid  in  high  esteem  by 
ace  among  educational 

I  thinjrs." 

>Bg  educational  classics 

m  us  the  maxims  from 


:i% 


BBUn  ALIi  ORHERfl  ™  ntnn AOO       1ft 

E.  L.  KELLoao&ca,mvn.'ORK&cmcAQ^^^^^ 
Rih^h's  Lectures  on  Teaching  ^ 

'    "^ — : 7^ — f  n   TTiToH  M.A.,  one  of  Her 

Lectures  on  Teaching.  Kygfji^is  Engl^"^'  ^"'"''  i*"^*?' 
Majo8ty-s  Inspectors  ««  ^.J^J«|%§ .,  by  mail,  postpaid. 
395  pp.   Price,  %\ .2S  .  ^  teatni.    •  "^  j  principles  to 

Mr.  FUch  takes  as  his  topic  «J«^^Wtot\o"  ot  ,^^  J^ 

the  art  of  teaching  in  schools.     H^^c J^J^V;^  the  problems  <.f 
Sal  propositions,  but  on  evervpaKe  we  h^^^^  t^  ^^^^^^  ^.^^ 

the  Jchool-room  d'««"«l*''iir:  f^Su"    by  «»»  emuient  man 

^S^X^^^^^  ^^er.  President 
2   There  is  a  valuable  preface  oy  ino 

«*3^-TTie^ofuST^^^etit  once  adopW  by  several  State 

Reading  Circles.         „„„„  ^„erican  PREFACE. 

EXTRACT  FROM  '^"^^'""kin^  people  have  linilwl 

(I   *  11    J 


umc  "  ■'  --  —'">■•  ««l  Aid  in  it  a  wealth 


^Philadelphia  «eo-..^^^^^  ^^^^^  ^^^^^^^  ^^^^^^^^^ 
,T^V^m^^-^:  ..      -.  ........«.,« a  worthy  weal 


S^nXr^Hiseonc^ptionof  the  teacher  isaworthyWc^^ 
for  all  to  bear  in  mind."       _ .       „  ^^,„  ,^  eminently  the  work  of 


oT  aU  to'bcar  in  minu.  ■  ,      .  » rp^is  is  eminently  the  work  of 


'*',':"  ~i  i«..u  thi>  theoretical  ana  i»" 
bin«'="°"?P,*^.?rfmSon8forexa    '     "'- 


wM'orW^Ho  ^as^n^J-^VVMiS^  *" 


M' 


^'1 


.#. 


,.  I 


^iri 


\\, 


SKND  ALL  ORDBItS  TO 

20     E.  L.  KELLOaO  &  CO.,  NEW  YORK  <fc  CHICAGO. 


The  Practical  Teacher. 


WritinKS  of  Fuancis  W.  Pakkeh,  Principal  of  Cook  Co. 
formal  Hchool,  III.,  and  other  educators,  amonR  which  is 
Joseph  Payne's  Visit  to  German  Schools,  etc.  188  large 
8vo  pages,  7>^x  101^  inches.  Cloth.  Price,  11.50 ;  1o 
teachers,  |1.20 ;  by  mail,  14  cents  extra.  New  edition  in 
paper  cover.  Price,  75  cents ;  to  teachers,  00  cents :  by 
mail,  8  cents  extra.  "^ 

.<-?'if  ®  a'^cles  contain  many  things  that  the  readers  of  the 
Ki  ,°«"  Teaching"  desired  light  upon.  The  space  occupied 
enabled  Col.  Parker  to  state  himself  at  the  length  needecf  for 
clearness.  There  is  really  here,  from  his  pen  (taking  out  the 
writings  of  others)  a  volume  of  HSO  pages,  each  page  about  the 
size  of  those  m  "Talks  on  Teaching." 

1.  The  writings  in  this  volume  are  mainly  those  of  Col.  F. 
W.  Parker,  Principal  of  the  Cook  County  Normal  School. 

2.  Like  the  "  Talks  on  Teaching"  so  famous,  they  deal  with 
tho  principles  and  practice  of  teaching. 

8.  Those  who  own  the  "  Talks"  wilf  want  the  further  ideas 
from  Col.  Parker. 

4.  There  are  many  things  in  this  volume  written  in  reply  to 
mqmries  suggested  in  "  Talks." 

u  w  n**®»®  .'.'trK';'"®,,'"^'^"^,  "^^^  Pag^s  of  the  size  of  those  in 
"Talks."  "Talks"  sells  for  11.00.  Thisfor  |1.20andl4cent8 
for  postage. 

6.  Minute  suggestions  are  made  pertaining  to  Reading. 
Questions,  Geography,  Numbers,  History,  Psychology,  Peda- 
gogics, Clay  Modefing,  Form,  Color,  etc, 

7.  Joseph  Payne's  visit  to  the  German  schools  ie  given  in 
full ;  everything  from  his  pen  is  valuable. 

%.r^'  T^?  w^hole  book  has  the  breeze  that  is  blowing  from  the 
New  Education  ideas ;  it  is  filled  with  Col.  Parker's  spirit. 

PARTIAL  LIST  OF  CONTENTS- 

^^^RtP^^V.  Reading— laws  ond  principles ;  Ruling  Slates :  Number 
"°i-*''*i?'°''*«".9««'»'"?)?''y:  MoulSinsr;  History;  Psycholo^ ;  S- 
groglos;  Examinations;  BSocution;  Questioning  on  Pictures;  on  Flow- 
fKi'o™i..  \^' .  "'??  i"*  f'y!!*f"iW*'i  Answers  to  questions  10806011111,' 
vS^P^'r^'PSf-"?"^'  List  of  chUdren's  Books  on  lllstoryj  The  Child's 
y*ol^',y^l*^^'i'^  Words;  Descrintion  of  Pictures;  teaching  oil: 
VnM\^lr'hPjJ,:J^-''  ^"1^,'^P^  <^""'r!  Breathing  Exercises;  Paper 
nnJl  XLl'^'5''"™  report  of  lessons  given  in  Cook  Co.  Normal  .Sch<S. 
a^i^,?'^'  -^nsy^ow  to  Questions  in  Arithmetic,  ete.;  Why  teachers 
S.mnl^m»Sf"^'«**'5?"^  existence:  T.mchlng  of  language  tochildrent 
fi-Pr^™® "*"'^%"'"P«f-iH*-,"*lir"'^''=  Stnutnriil  Oeographv;  Letters 
„o«^„^?w""l'''  9'*°'*  J???  '"'>''?  Tniining;  Cloy  Modeling ;  List  of  Rdu- 
catlonal  Works  j  Joseph  Payne's  visit  to  German  Schools,  etc.,  etc. 


RKi&  CHICAGO. 


'rincipal  of  Cook  Co. 
tors,  among  which  ia 
hools,  etc.  188  large 
1.  Price,  11.50;  to 
tra.  New  edition  in 
eachers,  00  cents ;  by 

lat  the  readers  of  the 
The  space  occupied 
he  lengtli  needed  for 
8  pen  (taking  out  the 
,  each  page  about  tlie 

linly  those  of  Col.  F. 
Normal  School, 
tnous,  they  deal  with 

mt  the  further  ideas 

e  written  in  reply  to 

;he '  size  of  those  in 
'or  11.20  and  14  cents 

aining  to  Reading, 
,  Psychology,  Peda- 

schools  ie  given  in 

is  blowing  from  the 
i.  Parker's  spirit. 

ENTS. 

iulln^  Slates ;  Number 
•y;  Psychologry;  Pedu- 
on  Pictures ;  on  Plow- 
so  questions  respecting' 
I  lllstory;  The  Child's 
Ictures;  TeachlnKol'l; 
hlnK  Exercises;  Paper 
ook  Co.  Normal  School. 
He,  wtc. ;  Why  teachers 
'  luntfuage  to  children; 
nl  Ooosrrnphy;  Letters 
Modeling ;  List  of  J5du- 
I  Schools,  etc.,  etc. 


........oao/!^^^^^ 


fMiST  Noimal  School. 
C!•^arge.  dear  t>.pe 
128  pp.  paper  covej-l^cc. 

aO.^^'^t^L'mail     3    cents 


TMND5T1JD1E? 

VDUNGTEACHER| 


««r*^L'mair3'cents 
'''tV  linS  cloth,  50 
^""^l^:  /.Sers,  40  cents; 


teacher.    He  ^^  .To  know  what  these  mean.  ^j^  -^ 


w 


4' 


i 


\ 


a*: 


NBND  ALL  ORDERH  TO 

22    E.  L.  KELLOOO  *  CO.,  NEW  YORK  d  CHICAGO. 

No.  2.    Autobiography  of  Froebel. 

Matorials  to  Aid  a  C<)riii)n'lien8ic)ii  of  tlm  Works  of  tlie 
pounder  of  tlio  KiiuhTgurtt-n.  16ino,  large,  clear  type, 
128  pp.  Uni(juo  paper  cover.  Price,  «()  centH ;  to 
teachvr.1,  24  cents  ;  by  mail,  3  cents  extra.  Bound  in  limj) 
cloth,  50  cents ;  to  teachcru,  40  cents ;  by  mail,  5  cents 
extra. 
This  little  volume  will  be  welcomed  by  all  who  want  to  get 
•  good  idea  of  Frojbel  and  the  kindergarten. 

1.  The  dates  conni'cted  with 
Froebel  and  the  kindergarten 
aro  given,  then  follows  his 
autobiography.  To  this  ia 
added  Joseph  Payne's  esti- 
mate and  portrayal  of  Frce- 
bel,  as  well  as  a  summary  of 
Froebel's  own  views. 

2.  In  this  volume  the  stu- 
dent of  education  finds  ma- 
terials ft)r  constinictmg,  in  an 
intelligent  manner  an  estimate 
and  comprehension  of  the  kin- 
dergarten. The  life  of  Froel  lel , 
mainly  by  his  own  liand,  is 
very  helpful.  In  this  we  see 
the  working  of  his  mind  when 
a  youth  ;  he  lets  us  see  how 
he  felt  at  l)eing  misunder- 
stood, at  bemg  called  a  bad  boy,  and  his  pleasure  when  face 
to  face  with  nature.  Gradually  we  see  there  was  crystallizing 
in  him  a  comprehension  of  the  means  that  would  bring  Imr- 
iE>;;^^nd  peace  to  the  minds  of  young  iieople. 

3.  TJw  analysis  of  the  jwwers  of  Fnebel  will  be  of  great 
aid.  We  see  that  there  was  a  deep  philosophy  in  this  plain 
German  man ;  he  was  studying  out  a  plan  by  which  the 
usually  wasted  years  of  j-oung  children  could  bo  made  pro- 
ductive. The  volume  will  be  of  great  value  not  only  to  every 
kindergartner,  but  to  all  who  wish  to  understand  the  philoso- 
phy of  mental  development, 

Ia,  Jonmal  of  Eduoation.— "  An  excellent  little  work,* 

W,  Va,  School  Journal.—"  Will  bo  of  great  vahie." 

Educational  Coarant,  Ky.— "  Outfht  to  have  a  very  extcnsiye  circu- 
lation nmouif  thu  teiicliers  of  the  country." 

Educational  Becord,  Can,—"  Ought  to  bo  iu  the  bauds  of  every  pro. 
fesBional  teacher. ' 


Fnnniiucn  frcebel. 


1 


i 


5l  tfc  CHICaOO. 


tht!  Works  of  the 
I,  larp>,  fU'iir  tyjw, 
ice,  80  centH  ;  to 
ra.  Boiiiul  in  limi» 
I ;  by  mail,  5  ci-ntH 

.11  who  want  to  get 
'n. 

ntea  coniu'ctcd  with 
il  the  kindergarten 
,  then  follows  his 
phv.  To  til  is  ia 
leph  Payne's  esti- 
portrayal  of  Frce- 
faa  a  'summary  of 
ivn  views, 
f  volume  the  stu- 
ucation  finds  nia- 
ionsti-uctrng,  in  an 
nanner  an  estimate 
'hension  of  the  kin- 
ThelifeofFroehel, 
his  own  hand,  is 
il.  In  this  we  see 
?  of  his  mind  when 
le  lets  us  see  how 
l)eing  misunder- 
ileasure  when  face 
e  was  crystallizing 
would  bring  liar- 
}ople. 

1  will  be  of  great 
:>phy  in  this  plain 
Ian  by  which  the 
•uld  bo  made  pro- 
3  not  only  to  every 
rstand  the  philoso- 

!  work.' 

it>." 

^ery  extensive  cjrcu- 

3  bauds  of  every  pro- 


rS^O  con^'b;  -ail.  « 

cents  extra.  f.,,„„ia 

Thousands  of  copie«;jtlH.:W 

edition  have  ^e  "    Xuble  the 
new  edition  is  ^.     V.^^^been  in- 

I'^J^n^'on'^V'iS^^^^^ 

added  on  .   '''^\„  M,,ral  Train- 

ing.  Mr.  '";^  in,,  ^  revised 
preface:  .".l"'^^",^  it  seems 
Edition  of  t  "nowledKO  K^ate- 
fitting  to  ^^Sf 'appreciation 

J^^^iL  is  the  only  «»  aut     ^^^  ^^^^^^^  pro^ntej^^ 
Kew,  York  School  Journal.  ^^^^^  ,,,. 


!!l 


aiND  ALL  OHDEHH  TO 

24     E.  L.  KELLOOO  A  CO.,  NEW  YORK  d-  CHICAGO. 


England— "On  uu  important  subject,  ond 


No.  4.    Hughes'  Securing  and  Retaining  Atten- 
tion. 

By  James  L.  Hughes,  Insppctor  St-hools.  Toronto,  Cnnadn. 
Author  of  MiBtakes  in  TeuchinK.  Cloth,  116  pp.  Price, 
BO  cents  ;  to  tearhvis,  40  crntH  ;  by  mail,  5  ci'iitu  extra. 

This  valuable  little  book  lias  already  become  widely  known 
to  American  teachers.  This  new  edition  has  been  iilniost 
entirely  re-written  and  several  new  important  eluii)ters 
added.  It  is  the  only  edition  authorized  by  tlie  author.  The 
tt'stimonials  to  the  old  edition  arc  more  than  deserved  for  the 
new  one. 

Ednoational  Timei. 
adinirnlily  exocut«d." 

School  Ouardian,   England.-"  Wo  iiiihositntlnnly  rocomnnMid  it  " 

fr?,STett?h^H°?oite?'--"=™'-''  *^'^''«'-  '^"""l  1«»^v«  l*n«flt 
o«S?*BlS?.hl^n«l? Vt°"''  ^•>eJ'ly.-"Tho  teacher  who  aims  nt  best  sue- 

w?A*IK?^Stted^,?"i?..?'''°  •'"''^  '^'''  '"™"'«  ">  "'«>  B'^hool-roon. 
Maryland  School  Journal.—"  Always  clour,  never  tedlouH." 
Va.  Ed.  Journal.—"  ExcellcMt  hints  us  to  sceurlnijr  utteiitlon." 
Ohio  Educational  Monthly.—"  We  advise  reuderH  to  send  for  a  co|)y." 
Faoiflc  Home  and  School  Journal.— "An  excellent  little  manual." 

.irSj".*'  J»"»ei  H.  Hooie,  state  Normal  School,  Cortland,  N.  Y.,  says  :- 

"The  book  must  prove  or  trreut  benefit  to  the  profession." 
Sunt.  A.W.  Edion,  Jersey,  City,  N.  J.,  says:-" A  irood  treatise  bos 

long'been  needed,  and  Mr.  Huifhes  has  supplied  the  want."  *""*"*"  ""* 

No.  5.    The  Student's  Calendar. 

For  1888.  Compiled  by  N.  O,  Wilhelm.  ElcRant  desitm 
on  heavy  cardboard,  9x11  inches,  printed  in  gold  and 
color.  Price,  60  cts. ;  to  teachers,  48  cents. ;  by  mail,  8  cts. 
In  book  form,  for  any  year,  paper  cover.  Price,  30  cts. ; 
to  teachers,  24  cts. ;  by  mail,  3  cts.  extra. 

This  beautiful,  novel,  and  useful  calendar  is  designed  to 
assist  teachers  in  preparing  exercises  for  Memorial  Days 
and  also  to  suggest  topics  for  "  talks,"  compositions,  etc.  The 
idea  IS  entirely  new.  Opposite  each  date  is  a  very  short  life 
of  some  great  man  who  was  born  or  died  on  that  dav.  The 
design  is  superb,  and  printing,  etc.,  tasteful  and  elegant, 
makmg  it  an  ornament  for  any  room. 


TO 

YORK  *  CHICAGO. 
d  Retaining  Atten- 

'hoolfl,  Toronto,  Cnna»1i». 
.  Cloth,  116  pp.  Price, 
y  mail,  ■'i  voiitn  extra. 

Y  become  widely  known 
"(lition  has  been  itlnioHt 
w  important  eliai)ters 
^ed  by  the  autlior.  The 
re  than  des«rved  for  tlie 

n  Important  giibjoct,  nnd 

iltntlnnly  rocomrat'iiil  it." 
rhe  book  is  a  gulile  nnd  a 

Cher  would  derive  benefit 

icher  who  aiina  at  best  sue- 

nonths  in  the  school-rooni 

r,  never  tcdIouH." 
ceuriuK  utteiitlon." 
I'eiulors  to  wind  for  a  copy." 
xeellcnt  little  manual." 
lol,  Cortland,  N.  Y.,  says  :- 
le  profession." 

lys:— "A  Kood  treatise  has 
lied  tlio  wont." 

lar. 

HELM.  EleRant  design 
'8,  printed  in  gold  and 
Scents. ;  by  mail,  Sets, 
r  cover.  Price,  30  cts. ; 
extra. 

ilendar  is  designed  to 
8  for  Memorial  Days, 
compositions,  etc.  The 
date  is  a  very  short  life 
died  on  that  day.  The 
tasteful  and  elegant, 


E.L.KELL0OCUU'O.,^KyV^OHK* 


It 


1manvms| 


Viiuer    cover,    Pf'*-"    ' 

;..,ntH  •  by  mail  I  cent  tx 
U     Liberal  discount  in 

(lUantitieH. 

Ti,  .ro  i«  a  nec''^  "*•  *""    i 


luorTa'ppropriate. 
It   sliouW 


u  s^ouli  bo  noUHl  that 
while  o«r  ecu  «>n8  of  the^ 
Utile    books'irej    J>     .j^. 


■A^ 


RIND  Aix  onnciw  TO 
9«     E.  L.  KELLOaa  *  CO.,  iVA'kf  YOJiK  it  i 'UJCAUO. 


Kellogg s  School  Mvuigcmcnt: 

"  A  Prncticul  Ouido  for  tlio  Tcuchcr  in  tlu«  Hcli<M)l-I{4K)in." 

By  Amos  M.  KeiX(KJ(J,  A.M.  Hixtli  edition.    lUivist-d  and 

enlargi'd.    Clotli,  128  j)i).     Price,  75  ceutH  ;  to  teachvrH,  (JO 

ccntH  ;  l)y  mail,  ft  ccntM  extra. 

TliiH  hook  takeH  up  tlio  niimt  ditllcult  of  nil  w^Iuk)!  work, 

viz.:  thoOovernnient  of  u  HeluK>l,  and  Ih  lUlwl  witli  original 

and  practical  ideaH  on  the  milnect.    It  in  invalnalilo  to  the 

teacher  who  desires  to  inaku  iiis  school  a  "  well-governed  " 

school. 

1.  It  suggests  inethwls  of  awakening  an  interest  in  the 
studies,  ond  in  hcIuk)!  work.  "The  problem  for  the  teacher," 
says  Josenli  Payne,  "  is  to  get  the  pupil  to  study."  If  he  can  do 
this  he  will  \m  educated. 

2.  It  suggests  methixls  of  making  the  school  attractive. 
Ninety-nine  hundredths  of  the  teachers  think  young  people 
should  come  to  school  anyhow  ;  the  wise  ones  know  that  a 
pupil  who  wants  to  come  to  school  will  do  something  when 
he  gets  there,  and  so  make  the  school  attractive. 

8.  AImjvo  all  it  shows  that  the  pupils  will  he  self-governed 
when  well  governed.  It  shows  how  to  develo[»  the  pro<;css  of 
self-government. 

4.  It  shows  how  regular  attention  and  courteous  behaviour 
may  ho  si'cured. 

B.  It  has  an  admirable  preface  by  that  remarkable  man  and 
teacher,  Dr.  Thomas  Hunter,  Pres.  N.  Y.  City  Normal  College. 

Home  and  Sohool.— "  Is  Juat  the  book  for  ovory  toauhor  who  wUhui 
to  Ik)  a  iHittur  Uiuchcr." 

Educational  Journal.--"  It  contains  many  valuable)  hints." 

Boston  Journal  of  Education,— "It  1h  thonioHt  hiimiino,  instructive, 
3ri)rliiul  (Mhu'iitional  work  wu  huvu  miul  In  luuiiy  a  day." 

Wii.  Journal  of  Education,— "Oommoiuls  Itaeir  ntonooby  the  num- 
ber or  liDrciiidii.s  (leviiHM  for  scourinMr  orilor.  Industry,  and  Interest. 

Iowa  Central  Sohool  Journal.— "Teachers  will  find  It  a  helpful  and 
suirgOHtlve  book." 

,  Canada  Educational  MonthlT,— "  Valuable  advice  and  useful  sutrges- 
tlons." 

Normal  Teacher,—"  The  author  believes  the  way  to  manage  is  to  oir- 
lllze,  cultivate,  and  i-oflne." 

Sohool  Moderator,— "  Contains  n  large  amount  of  valuable  reading ; 
Bcliool  govornmout  is  admirably  presonted." 

Progreuive  Teacher.— "Should  occupy  an  honored  place  in  every 
tcaclior'8  library. " 

Ed,  Courant.— "  It  will  help  the  teacher  greatly.' 

Va,  Ed.  Journal.—"  The  author  draws  from  u  large  experience." 


ro 


OJiK  d  CUJCAUO. 


ment: 


•  In  tlio  Hcl><M)l-R4M)in." 
li  edition.  ItuviHfd  ami 
rs  cpntH  ;  to  tcachvrH,  tfU 

lit  of  nil  H<;luK>l  work, 

Ih  IIIUmI  with  uriKinal 

It  Ih  invuhmlilo  to  the 

ool  a  "  woll-govenii'd  " 

inu;  an  IntoreHt  in  the 

rohliMM  for  tlu'  toacher," 

to  Btudy."  If  ho  can  do 

tho  Hchool  attractive. 
rN  think  youuK  peoplo 
riHo  ones  know  that  a 
III  do  Homething  when 
ittnictive. 

i  will  be  Belf-govemed 
(  develop  the  pro<;et)s  of 

id  courteous  behaviour 

[vt  remarkable  man  and 
Y.  City  Normal  College, 
every  toaohor  whu  wUhui 

valuable)  hlnte." 

Host  hiimuno,  instructive, 
lUiiy  It  day." 

itm!\t  at  onoo  by  the  num- 
Industry,  and  interest, 
will  find  it  a  helpful  and 

I  advice  and  useful  suirges- 
le  way  to  maDago  is  tu  oir- 
lount  of  valuable  reodiair ; 
a  honored  place  in  every 

■atly.' 

II  u  lurtfo  experience." 


\ 


vbnSOnjJmB^^^  occupations 

•"  (or  ClnVl"-",'"  JJi*S,><.lH  of  New  York  \  J    ^^i„„i  ^f 
tiu,  Children  B  A>«» ^      j  n.  Hhaw  of  tlu>  l   H  j.^^^.,., 

..refatory  ""^it  ^^yjllnaHonu.  "-''^^'^"^'V.if  5  cen  b  .xtru. 
Vonkera,  K  Y.    Ha"  ^^  ^^^^^ .  ^,y  ma.l.  5  c  m  ^ 

vSr^Vi^^  ^vTry  Une  Ib  full  of 

t»u«  (luefltlon.     ineu"^ 

lL»truction.  ^^^  ,,ead8,  toy-m«n«y.  etc. 

1.  Arithmetic  Ib  t^««^,  X*^^^^^^  wolghtB.  etc. 

9  The  tables  are  taught  Dy  tio^ 

SFormlBtaughtbyblockB. 

4   Lines  with  sticks, 
tunguagewlthp^ures. 

6.  Occupations  are  given  ^^ 

7.  Everything  iBplam  and  pr^^^y  ^^.^E. 
B-vTRACT  FROM  f^"""*^"       uiniiortturtcn,  o( 

,  ^!tTn«  the  re.«»t«  u.'blcveKl  .»..y„^.^".^!."uti;'f^.».y."-; 

idvo  B"">*'*I?i°!Jxperieucc 
or  -I'^O.^JifnUlV.'  could  tH!roU"--.,,(  tlUBiui".- 

chlia'B  life,    .iw^  gducatloii.;        ,,.,,,cve, as llKlvesconcroto.y'J  ,,„« 

•P'''^i^*^,l°-"¥^"n-d  of  this  book  h«BU^^^^ 

Toledo  li**'-'     _..  contains  a  great  "V""/ ,;'"h,i„8ophlcal." 
Bohool  Education.-  .\  ^ho  method  is  certainly  pWlosop^^^^^^,, 

ChrlrtUn  Advance^  Jh^"^  ^  ^„  "^^"rf  practTcaSormatlon/; 

Va.  Ed.  J<>"»i^^-vA_.''The  book  la  ««""*'';*?:,.♦  this  ig  the  bert 
PhlladolpWa  T^!f  J";- Je  tooks  are  all  good,  but  this  Is 

f  oWoh'e  "*;'•  ..  ^,  ^^  u  as  very  valuable." 

The  Ed««««**l-.7wrthlnrweU  of  **>'«  ^""r^  ^^^vlceable  book." 
School  B'*!!'*}"- ,--.  _»  Will  be  found  a  very  scrvi 
Chicago  InteUlgenoe. 


;)|i 


\f'. 


t 


\ 


«<& 


'V:' 


BSND  ALL  ORDEBS  TO 

28    E.  L.  KELLOGO  &  CO.,  NEW  YORK  <Sb  CHIC  AGO. 

Soutbwick's  Handy  Helps. 

Handy  Helps.  A  Manual  of  Cuiious  and  Interesting  Infor- 
mation. By  Albkrt  p.  Soituwick,  A.M.,  Author  of 
*•  Quizzism  and  Its  Key,"  etc.  16mo,  cloth,  290  pp.  Price, 
$1.00  ;  to  teachers,  80  cents  ;  by  mail,  8  cents  extra. 

1.  This  volume  contains  five  hundred  questions  that  are  of 
interest  to  every  reading  man  and  woman  in  the  United 
States.  To  himt  up  an  answer  to  even  one  of  these  would 
require  sometimes  days  of  reyearch. 

2.  The  volume  will  be  valuable  to  the  teacher  especially, 
becauHe  he  is  surrounded  with  an  inquiring  set  of  young 
beings.  For  inrtance,  "  What  is  the  origin  of  the  term  John 
Bull?"  If  asked  this  the  teacher  might  be  unable  to  answer 
it,  yet  this  and  many  other  similar  queries  are  answered  by 
this  book. 

Such  a  volume  can  be  used  in  the  school-room,  and  it  will 
enliven  it,  for  many  young  peopl<j  are  roused  by  the  questions 
it  contains.  Something  new  can  be  found  in  it  every  day  to 
interest  and  instruct  the  school.  It  is  an  invaluable  aid  in 
oral  teaching,  imequaled  for  general  exercises,  and  interesting 
dull  pupils. 

4.  It  will  afford  refined  entertainment  at  a  gathering  of 
young  people  in  the  evening,  and  really  add  to  their  knowl- 
edge. 

5.  The  queries  in  it  pertain  to  matters  that  the  well- 
informed  should  know  about.    Here  are  a  few  of  them  : 

Animal  with  Eight  Syes ;  The  Burning  Lakes ;  Boycotting  ; 
Burial  Place  of  Columbus ;  Bride  of  Death ;  Bluebeard's  Cas- 
tle ;  City  of  the  Violet  Crown ;  Dead  Sea  Fruit ;  Doors  that 
are  Books  ;  Derivation  of  the  words.  Uncle  Sam ;  First  use  of 
the  expression,  "  Defend  me  from  my  friends";  Flogged  for 
Kissing  his  Wife ;  How  Pens  are  Sht ;  Key  of  the  Ba  stile ; 
Mother  Goose  ;  Origin  of  All  Fooi's  Day ;  Reason  Rhode  Island 
has  two  capitals;  Silhouette;  Simplest  Post-oflBce  in  the 
World;  Umbrella  a  mile  Wide;  "Sharpshooters"  among 
fishes ;  Unlucky  days  for  matrimony  ;  Year  with  445  days ; 
Why  black  is  used  for  mourning  ;  etc.,  etc. 

6.  It  is  a  capital  book  to  t^e  on  a  railroad  journey;  it 
entertains,  it  instructs. 

Home  Journal,— "Ono  can  scarcely  turn  a  page  without  finding 
^mething  he  desires  to  learn,  and  which  every  well-read  man  ought  to 

-  Int^or.— "  Imraensoly  Instructive  and  entertaining  in  school-rooms, 
ffuniUes  and  reading  circles, 


a 


ORK  tfc  CHICAOO. 


3  and  Interesting  Infor- 
vicK,  A.M.,  Author  of 
10,  cloth,  290  pp.  Price, 
ail,  8  cents  extra, 
d  questions  that  are  of 
woman  in  the  United 
ven.  one  of  these  would 

the  teacher  especially, 
nquiring  set  of  young 
irigin  of  the  term  John 
t  be  unable  to  answer 
leries  are  answered  by 

chool-room,  and  it  will 
roused  by  the  questions 
und  in  it  every  day  to 
8  an  invaluable  aid  in 
[ercises,  and  interesting 

Qent  at  a  gathering  of 
ly  add  to  their  knowl- 

atters  that  the  well- 
re  a  few  of  them  : 
ng  Lakes  ;  Boycotting  ; 
•eath ;  Bluebeard's  Cas- 
Sea  Fruit ;  Doors  that 
rncle  Sam  ;  First  use  of 
friends";  Flogged  for 
;  Key  of  the  Ba stile; 
■ ;  Reason  Rhode  Island 
lest  Post-ofBce  in  the 
Sharpshooters"  among 
;  Year  with  445  days; 
,  etc. 
a  railroad  journey;  it 

1  a  page  without  finding 
iry  well-read  man  ought  to 

bertaining  in  school-rooms, 


The  exercises  in  these  ihw«>. 
relation  to  the  school-room-  The  dialogues,  recitat^n^ 
"•— «"     \  declamations,  gathered  m 

^^-er c^rp^rSett 

r^SimtTd7orJJf3-«-^« 

used    b/ teachers  for  actual 

grounnrom  ^^-^^^^^^t 

|rhterfi"e^*-^^-' 

inferest^for   those   Avho    use 

f«n^a     or     disobedience     to 
^^  „S  mvr„,«  ia  Bomething  for  the  youu^      i  ^ 


^*^^iBSsau— "• 


7    "Memontt»*^"j 

i^S^^^^Si;^^^ 

»«*"^*  ^;!f  ^Tnll  -"  rSiVvery  good  Boluctious." 
•Weitem  Ed.  Journal.     ^"^ 


! 
■  f 


ft 


»s' 


8Kin>  AI.L  ORDERS  TO 

80     E,  L.  KELLOGG  <Sb  CO.,  NEW  YORK  &  CHICAGO. 


Song  Treasures. 


THE  PRICE  HAS  JUST  BEEN 
GREATLY  REDUCED. 


Ck>mpiled  by  Amos  M.  Kellooo,  editor  of  the  School  Joue- 
NAL.    Elegant  green  and  gold  paper  cover,  64  pp.    Price, 
15  cents  each  ;  to  teacliers,  13  cents ;  by  mail,  2  cents 
extra.    10th  thousand.     Special  terms  to  schools  for  25 
copies  and  over. 
This   is   a 
most  valua- 
ble collec- 
tion of  mu- 
sic    for    all 
schools   and 
institutes. 

1.  Most  of 
the  pieces 
have  been  se- 
lected by  the 
teachers  as 
favorites  in 
the  xhools. 
They  are  the 
ones  thepu- 
^)ils  love  to 
sing. 

2.  All  the  pieces  "  have  a  ring  to  them ;"  they  are  easily 
learned,  and  will  not  be  forgotten. 

3.  The  themes  and  words  are  appropriate  for  yoimg  people. 
In  these  respects  the  work  will  be  found  to  possess  unusual 
merit.  Nature,  the  Flowers,  the  Seasons,  the  Home,  our 
Duties,  our  Creator,  are  entuned  with  beautiful  music. 

4.  Great  ideas  may  find  an  entrance  into  the  mind  through 
music.  Aspirations  for  the  good,  the  beautiful,  and  the  true 
are  presented  here  in  a  musical  form. 

5.  Many  of  the  words  have  been  written  especially  for  the 
book.  One  piece,  "  The  Voice  Witliin  Us,"  p.  57,  is  worth  the 
price  of  the  book. 

6.  The  titles  here  given  show  the  teacher  what  we  mean : 

Ask  the  Children.  Beduty  Everywhere,  Be  in  Time,  Cheerfulnese, 
rhristmas  Bells.  Daya  ol  Summer  O lory.  The  Deai est  Spot,  Evening 
Pong,  Gentle  Words,  Going  to  School,  Mold  up  the  Ktaht  Hand,  I  Love 
<he  k'erry.  Merry  Sun!>hine,  Kind  Deeds,  Over  in  the  Meadows,  Our 
I  'nppy  School,  Sca»t«>r  the  Germs  of  the  Henutiful,  Time  to  Walk,  Tne 
Jol  y  Worker!!,  The  !•  acbcr's  Life,  Tribute  to  Whittler,  etc.,  etc 


8  TO 

YORK  &  CHICAGO. 

;e  has  just  been 
fly  reduced. 

iitor  of  the  School  Joue- 
iper  cover,  64  pp.  Price, 
cents ;  by  mail,  2  cents 
I  terms  to  schools  for  25 


•  them  ;"  they  are  easily 

>priate  for  young  people. 
)und  to  possess  unusual 
Jeasons,  the  Home,  our 
li  beautiful  music, 
e  into  the  mind  through 
B  beautiful,  and  the  true 

irritten  especially  for  the 
a  Us,"  p.  57,  is  worth  the 

teacher  what  we  mean : 

,  Be  in  Time,  Cheerfulness. 
,  The  Deaiest  Spot,  Evening 
a  up  the  Klaht  Hand,  I  Love 
,  Over  in  the  Meadows,  Our 
ienutifui,  Time  to  Walk,  Xno 
3  to  Whittier,  etc.,  eto. 


81 


8KOT>  AI.I>  ORDERS  TO 

E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO^ 

The  f^f'^t  Hundred  Books. 

-Containing  Siu  John  ^--^'^^l^^^^X  TIS*  W 
'^^S^^^nA'^'S.rs^^rc.Z  ;  by  mail.  2  cen?s 

wTtTmk  every  teacher  will  ^V^s^Xdty  Vu^nd 
books  of  the  world  are     His  «P»f  °°  „'L«peare,  Wt  does  he 
people.    He  knows  there  was  a  f^akespeare^ 
Cv  the  names  of  the  really  Kjeat^n^^^^^^^  ?' certificate  " 

^Tvo'^i^-TrljSZ-  these  books  are  given  ;  valuable 

ideas.  ,      ,        ,      ,  -^  aaa  „*  this  book  was  reached. 

8.  In  England  a  ^^l^  "f  50,J00  «*  ^\^  I  ,^„,i  ^pace  you  get 
4    It  is  very  cheap,  very  lianuy. 

"  iHou'ci. «»  it  ta  «Uool  to  «ad  irom  or  to  dte»». 

Pooler's  N.  Y.  School  Laws. 

"  A  Mmual  of  the  School  1^"«  »' ^^-  ^S  pp.  ""I'  *'"• 

commissioners  are  given. 
J  g4?y  E  Wtetrought  toknow  what  is  in  it^ 
t'      L  and  Freeman  -"  C,.ntain«  a  large  amount  of  information. 
SeaUr.- wCh  many  times  Its  cost.- 


I 


pp 


ttSND  ALL  ORDBRB  TO 

E.  L.  KEr.LOOO  &  CO.,  NEW  YORK  *  CHTCAOO. 


Seeley's   Grubes   Method  of   Tcachino        \ 

ARITHMETIC.  Explained  and  illustrated.  Also  the  im- 
provements on  the  method  made  by  the  followers  of 
Grube  in  Gormany.  By  Levi  Seeley,  Ph.D.  Cloth, 
176  pp.  Price,  fl.OO;  to  teachers  80  cents;  by  mail, 
7  cents  extra. 

1.  It  IS  A  Philosophical 
Work. — This  book  has  a  sound 
philosophical  basis.  The  child 
does  not  (aa  most  teachers  seem 
to  think)  learn  addition,  then 
subtraction,  then  multipli'^u,- 
tion,  then  division;  he  learns 
these  processes  together.  Grube 
saw  this,  and  founded  liis  sys- 
tem on  this  fact. 

2.  It  Follows  Nature's 
Plan.— Grube  proceeds  to  de- 
vt'loj)  (so  to  speak)  the  method 
by  whicli  the  child  actually  be- 
comes (if  he  ever  does)  ac- 
quainted with  1,  3,  3,  4,  5,  etc. 
This  is  not  done,  as  some  sup- 
pose, by  writing  them  on  a 
slate.  Nature  has  her  method  ; 
she  begins  with  things;  after 

handling  two  things  in  certain  ways,  the  idea  of  two  is  ob- 
tained, and  so  ot  other  numbers.  The  chief  value  of  this 
hook  then  consists  in  showing  what  may  be  termed  the  way 
nature  teaches  the  child  number. 

3.  It  is  Valuable  to  Primary  Teachers.— It  begins  and 
shows  how  the  child  can  be  tanght  1,  then  2,  then  3,  &c. 
Hence  it  is  a  work  especially  valuable  for  the  primary  teacher. 
It  gives  much  space  to  showing  how  the  nimibers  up  to  10  are 
taught ;  for  if  this  be  correctly  done,  the  pupil  will  almost 
teach  himself  the  rest. 

4.  It  Can  Be  Used  in  Advanced  Grades.— It  discusses 
methods  of  teaching  fractions,  percentage,  etc.,  so  that  it  is  a 
work  valuable  for  all  classes  of  teachers. 

5.  It  Guides  the  Teacher's  Work.— It  shows,  for  exam- 
ple, what  the  teacher  can  appropriately  do  the  first  year,  what 
the  second,  tl  e  third,  and  the  fourth.  More  than  this,  it  sug- 
gests work  fo)-  the  teacher  she  would  otherwise  omit. 

Taking  it  altogether,  it  is  the  beet  work  on  teaching  num- 
ber ever  published.    It  is  very  handsomely  printed  and  bound. 


DR.  LEVI  SEELEY. 


) 


TO 


ORK  <«:  CHICAGO. 


d  0) 


^   Teachino 


ustrated.  Also  the  iin- 
le  by  the  followers  of 
3EELEV,  Ph.D.  Cloth, 
^r8  80  cents;  by  mail, 


IS  A  Philosophical 
-This  book  has  a  sound 
ihical  basis.  The  child 
;  (aa  most  teachers  seem 

0  learn  addition,  then 
ion,  then  multipli".*- 
en  division;  he  learns 
xiesses  together.  Grube 
i,  and  founded  liis  sys- 
;hi8  fact. 

r  Follows  Nature's 
Grube  proceeds  to  de- 
3  to  speak)  the  method 
h  the  child  actually  be- 
if   he   ever   does)    ac- 

1  with  1,  3,  3,  4,  5,  etc. 
not  done,  as  some  sup- 
T  writing  them  on  a 
Mature  has  her  method  ; 
ins  with  things;  after 
,  the  idea  of  two  is  ob- 
he  chief  value  of  this 
nay  he  termed  the  way 

ACHERS. — It  begins  and 
1,  then  2,  then  3,  &c. 

for  the  primary  teacher. 

le  nimibers  up  to  10  are 
the  pupil  will  almost 

I  Grades. — It  discusses 
age,  etc.,  so  that  it  is  a 
re. 

I. — It  shows,  for  exam- 
7  do  the  first  year,  what 
More  than  this,  it  sug- 
therwise  omit, 
/ork  on  teaching  num- 
nely  printed  and  bound. 


---  I 


r   •'*:? 


F   I     KELLOGG  6-  CO.S 

THE    SCHOOlT^URNAL.         ^^^^ 

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